The Plan B Classroom 267he’s ready or not, it’s important that the other students
see that we disapprove of Casey’s behavior.”
“His classmates don’t already know you disapprove
of his behavior?” the psychologist asked.
“We think we need to send a stronger message,” the
special education coordinator said. “We think he can
control this behavior.”
“I think we should use consequences only if we be-
lieve that they will help Casey control himself the
next time he gets frustrated,” the psychologist said.
“Otherwise consequences are only likely to make him
more frustrated.”
“We have to do what we think is right in our
school,” said the principal, ending the discussion.
Casey had a minor explosion two weeks later. He
was escorted to the principal’s office. The principal
tried hard to get Casey to talk about his frustration.
Casey couldn’t. The principal insisted, setting the
stage for a massive one-hour explosion that included
spitting, swearing, and destroying property in the
principal’s office. Another meeting was hastily called.
“I’ve never been treated that way by a student!” said
the principal. “Casey’s going to have to understand
that we can’t accept that kind of behavior.”
“Casey already knows that behavior is unaccept-
able!” said the mother. “Sometimes he can talk about
what’s frustrating him right away—and that’s a recent