Navigating Tricky Topics in the Classroom: A Case Study of the Fired Florida Psychology Teacher
The controversial assignment given by a Florida psychology teacher, where he asked students to write their own obituaries ahead of an active shooter drill, and the subsequent firing of the teacher.
This blog post will analyze the actions of the Florida psychology teacher and the school's response to his assignment, focusing on what was right and wrong or mishandled in the situation. We will also explore alternative approaches the teacher and the school could have taken to address the topic of active shooter preparedness while being sensitive to the emotional impact on students.
Keywords: Florida teacher, obituaries, active shooter drill, psychology, education, sensitivity, preparedness, school response, alternative approaches
Photo by elizabethaferry
Sources:
American Psychological Association
National Association of School Psychologists
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Introduction
Brief overview of the news story
In a recent news story that captured national attention, a Florida psychology teacher was fired after he asked his 11th and 12th-grade students to write their own obituaries as part of an assignment ahead of an active shooter drill on campus. Jeffrey Keene, the teacher in question, believed that the assignment would help students reflect on their lives during the school shooter scenario. However, the school district deemed the assignment inappropriate and terminated Keene's employment.
Importance of discussing the incident and learning from it
As parents, educators, and Substack authors, it is crucial for us to discuss and learn from incidents like these. By analyzing the actions of the teacher and the school's response, we can better understand how to navigate complex and sensitive topics in the classroom while promoting students' well-being and safety. Furthermore, exploring alternative approaches to addressing such topics can help educators develop effective teaching strategies that foster resilience and preparedness without causing unnecessary distress. In this blog post, we will delve into the details of this controversial assignment and examine what was right, wrong, and mishandled in the situation, as well as discuss potential alternatives for the teacher and the school.
Background and Context
Overview of the teacher's assignment
Jeffrey Keene, a psychology teacher at Dr. Phillips High School in Orlando, Florida, came up with the idea of asking his students to write their own obituaries as a way to connect an upcoming active shooter drill to a psychology lesson. He believed that this assignment would encourage students to reflect on their lives, priorities, and future goals during the school shooter scenario. Keene recalled telling his class of 35 that the purpose of the assignment was not to upset or scare them but to help them understand what is important in their lives.
School's response and firing of the teacher
The controversial assignment quickly caught the attention of school officials. By the second period, students from Keene's class reported being interviewed by the administration about the assignment. By the end of the seventh period, Keene had been fired from his position. The Orange County School District stated that the assignment was deemed inappropriate and that the teacher's actions warranted termination. Keene, who had been hired in January and was not a member of the union, had no recourse to reverse the district's decision.
The teacher's perspective on the assignment
Despite his dismissal, Keene maintained that he had used proper judgment in creating the assignment and believed that he had done nothing wrong. He argued that it was essential to talk realistically with students about issues they were already discussing and that he did not think 16-, 17-, or 18-year-old students would be offended or upset by the assignment. Keene expressed his hope to find another teaching job and vowed not to change his approach, insisting that he did not believe he had done anything incorrectly.
Photo by Niek Verlaan
Analysis: Considering Both Sides, What Was Right and Wrong.
The teacher's intentions and approach
Right
Jeffrey Keene's intention to address real-world issues in the classroom was commendable. Connecting the active shooter drill to a psychology lesson showed his dedication to making lessons relevant and meaningful for students.
His goal to encourage students to reflect on their lives, priorities, and future aspirations was well-intended, aimed at fostering emotional growth and self-awareness.
By attempting to engage students in an open and honest discussion about a serious issue, Keene demonstrated a desire to create a safe space for dialogue and critical thinking.
Wrong or mishandled
The choice to ask students to write their own obituaries was inappropriate and insensitive, given the sensitive nature of school shootings and the potential for causing emotional distress among students.
Keene's attempt to engage students in a meaningful way backfired, as the assignment was not adequately thought out in terms of the potential emotional impact on the students.
The assignment may have inadvertently reinforced students' fears and anxieties related to school shootings, rather than helping them develop coping strategies or resilience.
The school's response
Right
The school's quick response to investigate the matter after students reported the assignment indicates their commitment to maintaining a safe and nurturing environment.
Their decision to terminate Keene's employment demonstrates that they took the matter seriously and prioritized the well-being of their students.
The school's response sent a clear message to the community about their stance on inappropriate assignments and their dedication to protecting students' mental health.
Wrong or mishandled
The immediate termination of Keene's employment may have been a hasty decision, considering alternative approaches to address the situation.
A more productive approach could have been to discuss the matter with Keene, provide an opportunity for him to understand the concerns, and develop a more appropriate teaching strategy, thereby supporting his professional growth while addressing the concerns of students and the community.
The school could have taken a more proactive approach to provide guidance, training, and resources for teachers on addressing sensitive topics in the classroom, fostering a supportive environment for both educators and students.
Alternative actions for the teacher and the school
The teacher
Keene could have explored other ways to connect the active shooter drill to a psychology lesson that did not involve writing obituaries. For example, he could have facilitated a discussion on coping strategies, emotional resilience, or the psychological impact of traumatic events on individuals and communities.
Collaborating with other educators or consulting mental health professionals for guidance on how to address sensitive topics could have helped Keene develop a more suitable assignment.
The school
The school could have used this incident as a learning opportunity for both the teacher and the wider school community by providing guidance, training, and resources on addressing sensitive topics in the classroom.
Implementing a review process for controversial or potentially sensitive assignments could help prevent future incidents and ensure that all learning materials align with the school's values and educational objectives.
Both the teacher and the school
Keene and the school could have worked together to revise the assignment, focusing on a more positive approach to addressing the topic of school shootings, such as discussing community support, healing, and ways to advocate for change.
Establishing clear communication channels between teachers and the administration can facilitate open dialogue, allowing concerns to be addressed more effectively and fostering a supportive environment for all parties involved.
"Education is the most powerful weapon which you can use to change the world."
by Nelson Mandela
Alternative Approaches for the Teacher and the School
Lesson and Assignment Planning
Collaborative planning: The teacher and other faculty members can work together in the planning process, sharing ideas and expertise to create engaging and sensitive lessons related to difficult topics.
Mental health professional consultation: Teachers can consult with mental health professionals or school counselors to ensure that the content and assignments are appropriate, supportive, and emotionally safe for students.
Guidelines for addressing sensitive topics: The school can develop guidelines or a policy for addressing sensitive topics in the classroom, providing teachers with a framework to follow when designing lessons and assignments.
Training and Professional Development
Trauma-informed teaching: The school can provide training on trauma-informed teaching practices, equipping educators with the skills to support students who may be experiencing emotional distress related to difficult subjects.
Cultural competence: Teachers can participate in professional development opportunities focused on cultural competence, enabling them to approach sensitive topics with an understanding of diverse perspectives and experiences.
Crisis intervention and prevention: The school can offer training on crisis intervention and prevention strategies, preparing educators to respond effectively to potential incidents and support students in need.
Communication and Support
Open communication channels: Establishing clear channels of communication between teachers, students, and administration can promote open dialogue about concerns, challenges, and successes in addressing sensitive topics.
Peer support and mentorship: Encouraging experienced teachers to mentor and support newer or less experienced colleagues can help create a supportive environment for addressing difficult subjects in the classroom.
Parent and community involvement: Engaging parents and community members in conversations about sensitive topics can help build understanding, foster collaboration, and provide additional resources for addressing these issues in the classroom.
Curriculum and Resource Development
Age-appropriate materials: The school can ensure that teachers have access to age-appropriate materials and resources for addressing sensitive topics, supporting them in creating engaging and sensitive lessons.
Integrating social-emotional learning (SEL): Incorporating SEL into the curriculum can help students develop emotional resilience, self-awareness, and healthy coping strategies, making it easier to discuss challenging subjects in the classroom.
External partnerships: The school can collaborate with external organizations, such as mental health agencies, nonprofits, or educational institutions, to access additional resources and expertise in addressing sensitive topics.
Evaluation and Feedback
Lesson review process: Implementing a review process for lessons and assignments related to sensitive topics can help ensure that they align with the school's values, educational objectives, and best practices.
Student feedback: Encouraging students to provide feedback on lessons and assignments related to sensitive topics can give teachers valuable insight into their experiences and help inform future planning.
Ongoing evaluation and reflection: Regularly evaluating and reflecting on teaching practices and strategies for addressing sensitive topics can support continuous improvement and adaptation to the needs of students and the school community.
Conclusion
In conclusion, addressing sensitive topics in the classroom, such as school shootings, requires careful planning, collaboration, and a deep understanding of students' emotional and psychological needs. The incident involving the Florida teacher and his assignment highlights the importance of being aware of the potential impact of such discussions on students and ensuring that lessons are well-designed, emotionally supportive, and age-appropriate.
The alarming prevalence of school shootings and mass shootings in the United States adds to the urgency of addressing these topics in an educational setting. It is crucial to acknowledge the lack of decisive action and open discussion from state regulators, which can exacerbate the challenges faced by educators and students alike. By fostering a culture of open dialogue and awareness, we can work towards a more comprehensive approach to understanding and mitigating the effects of such traumatic events on young people.
By considering alternative approaches, such as collaborative planning, engaging with mental health professionals, providing training on trauma-informed teaching and cultural competence, and incorporating social-emotional learning into the curriculum, teachers can create a safe and supportive learning environment. Open communication, peer support, and parent and community involvement can also contribute to a more comprehensive and understanding approach to addressing sensitive topics in the classroom.
Finally, continuous evaluation and reflection on teaching practices, as well as gathering feedback from students, can help educators refine their strategies for discussing challenging subjects. Learning from incidents like this one is essential to creating a more resilient and compassionate educational system that prepares students to navigate complex issues while prioritizing their emotional well-being.
For further insights on this topic, we encourage readers to explore my post on "Unseen Scars: Understanding and Supporting Children's Mental Health after Mass Shootings," which delves deeper into the psychological impacts of such events on young people and how educators, parents, and communities can work together to promote healing and resilience.
Dear readers, as we delve into the complexities of addressing sensitive topics in the classroom, we encourage you to explore the book recommendations shared earlier in this post. These resources provide valuable insights and guidance to help parents, educators, and community members navigate challenging discussions and create supportive learning environments. By expanding our knowledge and understanding, we can work together to foster resilience and emotional well-being in our students. So, take a moment to consider adding these insightful books to your reading list and join the conversation on creating a safer and more compassionate educational system.
If you've found this blog post insightful and valuable, we encourage you to share it with your friends, family, colleagues, and anyone else who might benefit from exploring the complexities of addressing sensitive topics in the classroom. By sharing this post, you'll help raise awareness of the importance of creating supportive learning environments and fostering emotional well-being in students. Let's work together to build a more compassionate educational system, one conversation at a time. So, go ahead and click the share button, send an email, or start a discussion on social media. Every share counts, and your voice can make a difference!
This blog post offers a thought-provoking analysis of the challenges educators face when addressing sensitive topics like school shootings. As a parent, I appreciate the emphasis on creating safe and supportive learning environments while fostering emotional well-being in students. The alternative approaches suggested here are practical and can guide educators in navigating these complex issues. Thank you for sharing these insights and resources – they're invaluable in fostering meaningful conversations within our community. I look forward to reading more on this subject and exploring the recommended books.