Case Study: Bundesrealgymnasium Wien 19

Case One

A student is constantly being laughed at because he shows a certain learning deficit.

Discussed among 15- to 16-year-old students:

The students describe this behaviour as immature and rude. It shows a lack of tolerance, lack of respect for the others but also a lack of self-confidence. Students with a weak personality take out their own aggression and frustration on students who - they feel - are in some way inferior to them.

The students want the teachers to raise awareness in a group where this problem arises. Teachers must tell the students that their behaviour is wrong. They expect the teachers to show them how to change their attitude. The students should help and support the student with the learning deficit. The teacher should be supportive and encouraging.

The students say that the classmates should help the student with a learning deficit, either by setting up a study group or working with the student individually.

Discussed among a group of teachers:

Teachers point out the importance of discussions with the aim of raising the awareness of the basic values involved in this problem: tolerance respect and social competence. These basic values should not only be conveyed by teachers but also by older students who act as role models.

Teachers stress the importance of cooperation of teachers, parents and mediators (this role is sometimes taken over by older students with special training).

Teachers regret the fact that many of them get used to this problem or do not see this problem in a class or group of students (any more). They point out that they experience too much strain caused by the various tasks they have to fulfil within a workday and the lack of time to deal with various problems thoroughly.

Teachers also say that sometimes they are insufficiently aware of what is happening in a class because they teach some groups only two lessons a week. Even form teachers might not see their students more often than twice a week. They suggest that form teachers should see their classes for a quarter of an hour every morning to carry out administrative tasks and to discuss problems. Communication and cooperation among teachers should also be strengthened.

Case Two

A teacher is furious with a student because he has been found cheating in an important exam.

Discussed among 14- to 15-year-old students:

The students say that cheating is regarded as "normal" behaviour by students in Austria. However, there is some awareness that cheating is wrong. Some students say cheating is dishonest: writing information on tiny slips of paper to help one's memory on during the exam is regarded as "less dishonest" than relying on the help of others.
The students agree that cheating is tolerable at the level of secondary school, but they say that students must not cheat in university exams.

Some students say that certain teachers are stricter on this issue than others. Students would not dare to cheat in exams supervised by these teachers. Some say because they are afraid of the consequences, others explain that they would not cheat because they respect the attitude of these teachers who have made it clear to them that cheating is dishonest and wrong.

Discussed among a group of teachers:

Teachers deplore the fact that students are not aware that cheating is a violation of the basic values of honesty and fairness. More severe actions should be taken against cheaters. Even expulsion from school should be considered. Teachers expect the parents to help them create the awareness that cheating is wrong.

Discussed among a group of parents:

Parents are aware of this problem. Some say that preparing cheats helps their children revise for an exam. Some try to discourage their children to use them. Only very few say that they forbid their children to prepare them or use them in the exam.
Even though parents would say that cheating is wrong, they tend to regard it as "petty crime".

Case Three

Students keep misbehaving on buses and other means of public transport. They ignore the most basic rules of conduct.

Discussed among 14- to 15-year-old students:

The students say they know very well how to behave on buses and trams. Sometimes they feel they are treated unfairly, for instance, by adults who complain about their bulky schoolbags. Adults do not treat them politely or with the respect they themselves expect from youngsters. The students know that they make more noise when they travel as a group because they want to talk to their friends.

They find the tapes that are played to the passengers: "Please give up your seat to elderly people, disabled people or people with small children!" ridiculous. This goes without saying, they think.

Discussed among a group of teachers:

Teachers point out the importance of politeness, respect for others and the consideration of the needs of other people. These basic values should be conveyed to the children by their parents in the first place. In the classroom, awareness of these values is raised with the help of role play and follow-up discussions and, of course, through the interaction between teachers and students.

Teachers say they remind the students to give up their seats to other people or to keep their voices down, etc. when they are on buses or trams with a group of students. They also defend their students against unfair attacks of other adults.

Discussed among a group of parents:

Parents do think that politeness and good manners reflect the basic values mentioned above. Even though they think of themselves as role models, some parents admit they find teaching their children good manners "a tough job". Most parents agree that teachers should always act as role models and treat the children with respect and consideration.