She socializes little with other students and never disrupts class. However, despite Mr. Jake's
best efforts, Kristina never does her work. She rarely completes an assignment. She is simply
there, putting forth no effort. How would Glasser deal with Kristina?
Glasser would first suggest that Mr. Jake think carefully about the classroom and the program
to try to determine whether they contain obstacles that prevent Kristina from meeting
her needs for belonging, power, fun, and freedom. He would then have Mr. Jake discuss the
matter with Kristina, not blaming her but noting the problem of nonproductivity and asking
what the problem is and what he might be able to do to help. In that discussion, Mr.
Jake might ask Kristina questions such as the following:
1. You have a problem with this work, don't you? Is there anything I can do to help you
2. Is there anything I could do to make the class more interesting for you?
3. Is there anything in this class that you especially enjoy doing?
4. Do you think that, for a while, you might like to do only those things?
5. Is there anything we have discussed in class that you would like to learn very, very well?
6. How could I help you do that?
7. What could I do differently that would help you want to learn?
Glasser would not want Mr. Jake to punish Kristina or use a disapproving tone of voice, but
every day to make a point of talking with her in a friendly and courteous way about nonschool
matters such as trips, pets, and movies. He would do this casually, showing he is interested
in her and willing to be her friend. Glasser would remind Mr. Jake that there is no magic
formula for success with all students. Mr. Jake can only encourage and support Kristina.
Scolding and coercion are likely to make matters worse, but as Mr. Jake befriends Kristina
she is likely to begin to do more work and of better quality.
Case 2: Sara Cannot Stop Talking Sara is a pleasant girl who participates in class activities
and does most, though not all, of her assigned work. She cannot seem to refrain from
talking to classmates, however. Her teacher, Mr. Gonzales, has to speak to her repeatedly during
lessons, to the point that he often becomes exasperated and loses his temper. What suggestions
would Glasser give Mr. Gonzales for dealing with Sara?
Case 3: Joshua Clowns and Intimidates Joshua, larger and louder than his classmates,
always wants to be the center of attention, which he "accomplishes through a combination
of clowning and intimidation. He makes wise remarks, talks back (smilingly) to the teacher,
utters a variety of sound-effect noises such as automobile crashes and gunshots, and makes
limitless sarcastic comments and put-downs of his classmates. Other students will not stand
up to him, apparently fearing his size and verbal aggression. His teacher, Miss Pearl, has come
to her wit's end. How do you think Glasser would have Miss Pearl deal with Joshua?
Case 4: Tom Is Hostile and Defiant Tom has appeared to be in his usual foul mood
ever since arriving in class. On his way to sharpen his pencil, he bumps into Frank, who
complains. Tom tells him loudly to shut up. Miss Baines, the teacher, says, "Tom, go back to
your seat." Tom wheels around, swears loudly, and says heatedly, "I'll go when I'm damned
good and ready!" How would Glasser have Miss Baines deal with Tom?
Hello. I provide the following to assist you.
Case 1: It seems that you have already completed the Case 1 assignment. I have reviewed the same and I think you did a great job answering this case.
Case 2: The suggestions Ms. Glasser should give to Mr. Gonzales in dealing with Sara are to try and speak to Sara after class to discuss with her the problem with talking in class. Further, Mr. Gonzales should come up with consequences if the behavior continues. I would further advise Sara that if the talking continued, you would have no choice but to contact her ...
This solution helps the student to determine how best to deal with conflicts in the workplace.