cluster six

Case Studies

Early Childhood: “Caterpillar Circle” Elementary School: “Ecosystems” Middle School: “Classroom Safety” High School: “Refusal to Dress”

Module 18: Creating a Productive Learning Environment Outline and Learning Goals 324 Physical Environment 325 Establishing Norms and Expectations for Behavior 328 Establishing a Climate for Positive

Relationships 334 Summary 338 Key Concepts 338 Case Studies: Reflect and Evaluate 339

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C L U S T E R

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classroom management and instruction

Module 19: Understanding and Managing Student Behavior Outline and Learning Goals 340 Defining Student Misbehavior 341 General Ways to Address Behavior

Management 344 How to Handle Specific Misbehaviors 349 Summary 355 Key Concepts 355 Case Studies: Reflect and Evaluate 356

Module 20: Planning for Instruction

Outline and Learning Goals 357

Designing Effective Instruction 358 Choosing Teaching Methods 361 Summary 370 Key Concepts 370 Case Studies: Reflect and Evaluate 371

Module 21: Grouping Practices

Outline and Learning Goals 372 Grouping by Ability 373 Cooperative Learning 377 Applications: Best Practices 380 Summary 384 Key Concepts 384 Case Studies: Reflect and Evaluate 384

6

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Prepare:

As you read the case, make notes:

1. WHO are the primary participants in the case? Describe them.

2. WHAT is taking place?

3. WHERE is the case taking place? Is the environment a factor?

4. WHEN is the case taking place? Is the timing a factor?

Sarah Brennan is the lead teacher in a university-based, half-day preschool program where she teaches a morning class from 8:30 to 11:30 and an afternoon class from 1:00 to 4:00. She gets some help from Steve Shoemaker, a graduate student who works part-time while completing his degree in Early Childhood Education. The children call them “Miss Sarah” and “Mr. Steve.” Sarah really enjoys working in this environment because of its diversity. In her morning class, 5 of the 18 children were born outside the United States. Mudiwa’s family is from Nigeria; Jun-ho and his twin brother, Soon-Kim, are from Korea; and Ellia and Constantine are both from Greece. Some of her students also have special needs. Holly sees a speech therapist once a week for her articulation difficulties, and Brady has a degenerative condition called Newman-Picks disease, which affects his muscular control.

This morning, the children have just taken their seats for snack time. There are four

snack tables, each equipped with a plastic pitcher of milk, paper cups, napkins, and a box of granola bars. Constantine uses the pitcher on his table to carefully fill the cups of other children at his table. Ben passes out the napkins and Mudiwa hands everyone at the table a granola bar. Soon the room is filled with giggling and chatter. Sarah and Steve each pick a group to sit with today, and

1

Caterpillar Circle

Early Childhood

2

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they join in the conversation. The teachers make a point of alternating the groups they sit with so they have an opportunity to visit with all the children over the course of the week. As they finish their last sips of milk and bites of granola bar, the children begin to get up, push in their chairs, and throw away their paper cups and napkins. Brady helps Steve wash off the tables as Sarah calls her class of 3- and 4-year-olds over to the carpet for circle time.

“Today we’ll be reading one of our favorite stories, The Very Hungry Caterpillar, by Eric Carle,” she tells them. “I’ve brought something special today to go along with our story.”

Sarah has brought some flannel pieces for the children to stick on the flannel board as she reads the story. Eleven children sit quietly in various spots on the floor in the story area, while four others are struggling to sit closest to the teacher and two remain over by the sink, where they have just finished washing their hands after snack. Brady heads toward the circle, having finished his job as table cleaner.

Sarah rings a set of chimes to indicate that it is time to begin the story and opens an oversize book to the first page. Holly and Mudiwa ignore the chimes and begin splashing in the water at the sink. Steve, who has been doing a final survey of the snack area, quickly intervenes to redirect the girls to join the group. Ben, Jacob, Austin, and Tyler are still shoving one another as they try to get a favored spot next to Sarah.

“On your carpet squares, boys,” Sarah says as she points to the four empty carpet remnants, each labeled with a child’s name. As Sarah reminds the boys where to sit, they grin sheepishly and crawl over to their designated spots. Once everyone is settled and quiet, Sarah begins reading.

Steve takes a seat near the reading circle. Sarah keeps the children engaged by inviting them up one at a time to place items from the story on the flannel board. “I’m looking for someone who is sitting quietly to help me put Mr. Caterpillar on our flannel board. Then I’ll need some helpers to feed him.”

To Ellia, who is wiggling and shouting “Pick me, pick me,” Sarah simply says, “Show me that you’re ready.”

“Tyler, you are waiting patiently,” says Sarah. “How about coming up to help with Mr. Caterpillar?” Tyler eagerly hops up to add the first piece to the flannel board. When she sees that Ellia is sitting quietly, Sarah invites her to come up and take a turn. As she nears the end of the story, she notices that Jun-ho has started to fiddle with the magnet blocks in a basket on the shelf behind him.

“Jun-ho, how do you think this story is going to end?” she asks. Jun-ho stops playing with the blocks and tells her about the butterfly that will appear on the next page. It has taken much practice, but the children seem to be getting used to the morning routine.

Assess

3 1. Based on this short scenario, how would you rate the teachers’ classroom management skills?

2. What examples of misbehavior did you notice?

3. Which elements in this scenario might have required advance planning and preparation on the part of Sarah and Steve?

4. How might interacting with children of various backgrounds and abilities influence a child’s learning?

EARLY CHILDHOOD MIDDLE SCHOOL HIGH SCHOOL

ELEMENTARY SCHOOL

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Prepare:

As you read the case, make notes:

1. WHO are the primary participants in the case? Describe them.

2. WHAT is taking place?

3. WHERE is the case taking place? Is the environment a factor?

4. WHEN is the case taking place? Is the timing a factor?

Leilani Anderson teaches third grade at Lincoln Elementary School. This year her class includes 23 students with a wide range of learning characteristics. A few of her students, Missy, Tamika, and Steven, still struggle with basic reading skills, while Jackson and Alissa already can read at a fifth-grade level. Some students, like Kelly, Jason, and Megan, have great verbal skills but really struggle in math. Jorge, who recently moved here from Mexico with his family, speaks very little English.

The wide range of skills and ability levels makes lesson planning, as well as general classroom management, a real challenge. Leilani has found that things run much more smoothly when she plans ahead and tries to anticipate potential behavior problems, rather than waiting until problems occur. This bit of teaching wisdom was passed along to her when she was a first-year teacher, and she has found that a proactive approach works well for her—in both traditional and mixed-age settings.

Today Leilani’s class is making ecosystems out of 2-liter soft drink bottles. On the tables at the front of the classroom, Leilani has amassed large amounts of dirt, rocks, grass seed, and water. These materials alone could quickly have set the stage for a messy free-for-all, but Leilani has a plan—and she also has a parent volunteer who should be arriving any minute to lend a hand. Before distributing any materials, Leilani has the students gather around her dry erase board.

“Class, before you get started with the exciting project we have planned, we need to make sure everyone knows exactly what to do,” she explains. “When the project is finished, this room should look just as clean and organized as it does right now. I need each of you to listen very carefully to the instructions and help one another remember them.”

They go over the supplies and instructions needed for their groups to make the ecosystem. Leilani holds up an example of what a finished ecosystem might look like. “Cool!” several of the children murmur. She has the group repeat the instructions to her and then sends them back to their seats, with four or five students seated at each table in the room.

Students are called up one table at a time to get their supplies. Robyn Walsh, the parent volunteer, helps the students measure out the amount of each item they need. When a group is finished getting their supplies, those students return to their seats and are told to sit quietly and patiently until everyone is ready to begin. Leilani has put an ecosystem handout with a set of instructions and questions at each student’s seat. As they continue to wait for their turn, students are encouraged to read through the questions they will need to answer.

Things seem to be getting a bit backlogged so Leilani joins Robyn in passing out the materials. With two adults helping, the process moves quickly, and soon every group is ready to get started on building the ecosystem. As the groups are working, Leilani notices the students at two tables getting too loud. She does a hand clap beat, signaling the class to stop what they are doing and repeat the clapping pattern. Once she has their full attention, she says, “I see everyone working busily, but I need to remind you to keep your voices low so we don’t disturb other classes.”

Then she and Robyn circulate around the room, reminding students of what they are supposed to be doing and providing assistance when necessary. Leilani notices

AElementary School Ecosystems

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BC

EARLY CHILDHOOD MIDDLE SCHOOL HIGH SCHOOL

ELEMENTARY SCHOOL

that Austin has spilled the water at his table. Having expected an occasional spill, Leilani takes it in stride.

“Austin, grab a couple of paper towels from that dispenser by the sink and let’s get this cleaned up,” she says. Austin grabs a wad of paper towels and hurries back to the table. After Austin has wiped up the spilled water, she tells him to refill the cup and continue working.

At one table an argument ensues, and Leilani walks over to see what is going on.

“I worked the hardest on this project, so I get to take it home,” says Hannah.

“No way!” shouts Kelsey. “I worked just as hard as you did.”

Cole interjects, “Hey, we all worked on it, so it’s not fair for one person to keep it.”

Brandon groans and says in a mocking voice, “What should we do, Stupid? Rip it into four pieces so we can all take it? Impossible!”

Leilani interrupts the work session to tell the whole class that they have done a great job today. “Let’s take out our reflection sheets. Start by listing three things you learned. Then write down what worked well in your groups today, what problems you encountered, how you solved them, and any ideas you have for improving collaboration next time.” The students quickly settle down, take out their reflection sheets, and begin writing.

1. How well did Leilani manage the ecosystem activity? Would you have done anything differently if it were your class?

2. What strategies did Leilani use to get the students’ attention quickly? Do you know of any other strategies that might work to signal students to be quiet and give the teacher their full attention?

3. Describe what might have happened if Leilani had simply set materials out on each table in advance, along with an instruction sheet. What other issues do you think she had to consider when planning her ecosystem lesson?

4. In your opinion, was it a good idea for Leilani to arrange the project groups according to the tables at which the students sat? Are there any other ways to form groups for this type of project?

Assess

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320

Prepare:

As you read the case, make notes:

1. WHO are the primary participants in the case? Describe them.

2. WHAT is taking place?

3. WHERE is the case taking place? Is the environment a factor?

4. WHEN is the case taking place? Is the timing a factor?

It was one minute until the tardy bell, and Saul Gardino was waiting expectantly for the last of his group of seventh graders to arrive. He had been teaching industrial technology at Crosby Middle School for several years, and he had been working with this particular group of students for three weeks. Every nine weeks a new group of students would rotate into his classroom, and Saul had noticed that this group had its own distinct personality.

Saul spent most of the first week discussing rules and procedures. Safety was of paramount importance in his room because students used potentially hazardous tools while completing their class projects. He would be teaching them to use the band saw, drill press, cylinder sander, combination belt and disk sander, engraver, and air compressor, as well as basic tools like the vise, the handsaw, hammers, and various clamps.

Working with power tools generally created an exciting—but potentially chaotic—

learning environment. Saul had devised a silly role-play situation that usually got students laughing but also focused their attention on the importance of using all tools properly. Rules and procedures were clearly posted in his classroom, and on the first day with a new group of students he would send home a “Safety Contract” for students to read over with their parents, sign, and return.

By the third week of class, the students had been sorted into project teams, and each team was in the process of deciding what they would design and make for their class project. Saul smiled to himself as he recalled the “job interviews” he conducted to select project managers. Any students who were interested in leading a group were encouraged to submit a letter of application outlining their skills and qualifications for the position of project manager. Last week, he had interviewed the applicants and had decided to “hire” Angela, Rodrigo, Ben, and Kate to each direct a team. Saul then met with his project managers to remind them that they were being given a great deal of responsibility. They would need to:

n help their group members decide on a project to make,

n assign each group member a role in the development of their product,

n set clear expectations,

n keep their team members on task, and

n make sure the completed project met all grading criteria for the assignment.

Angela, Rodrigo, and Kate were excited to get started. Ben was a little nervous, because this was the first time he had ever been put in charge of anything. Saul sensed this and stopped to whisper “Go get ’em, Tiger!” as Ben headed toward his group.

Things went smoothly on the first day of project work. Saul had listed clear instructions on the board so that each group would know how to proceed:

1. Introduction of group members.

2. Brainstorming session for project ideas (all ideas welcome and written down).

Middle School

Classroom Safety

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B+

3. Discussion of ideas (advantages and disadvantages).

4. Voting among group members to make a final decision.

5. Assignment of roles and responsibilities.

Saul circulated around the room as the groups were engaged in discussion. He observed that Angela came to class with a project already in mind, and even though her group did some brainstorming, she managed to generate a lot of enthusiasm for her birdhouse idea. Members of Kate’s group tried to talk over one another when brainstorming, and Saul found it necessary to give them a stern glance and move closer to them until they quieted down. Ben really wanted his group to make toy army tanks, but after some spirited negotiation, the group finally settled on making toy frogs with wheels.

Two weeks later, the members of Rodrigo’s group were working busily to create the key chains they had chosen for their project. Kevin and Nick were assigned to do custom engraving on the dog-tag-style key chains once the shapes were cut out and the edges were sanded smooth. As they worked together in the industrial technology lab, Kevin had been using a ruler to line up the key chain on the engraver and was now proceeding to poke Nick with it repeatedly. Nick’s response seemed to be mild irritation, but Saul assumed it was all in jest and did not intervene. All of a sudden Nick started shouting profanities at Kevin and shoved him. This resulted in a retaliatory shove, causing Nick to go sliding across the floor. Nick stumbled back onto his feet, fists clenched, and headed toward Kevin to continue the scuffle. A few of the other students in the class began chanting “Fight, fight.” As Nick advanced toward Kevin, Saul intervened, placing himself between the two students and sternly telling them to knock it off. The fight was over in a matter of seconds, and the two students were sent down to the principal’s office. When the class had calmed down and attention was refocused on the project work, Saul sat down to document exactly what had happened for his records. Later in the day, he left a copy of this documentation with the principal and filled out a Student Behavior Alert form to be sent home to each boy’s parents.

1. How would you describe the learning atmosphere in Saul’s class?

2. Do you think Saul’s classroom management was effective? Why or why not?

3. What aspects of planning and organization were involved in Saul’s introduction and super vision of the group project?

4. In your opinion, was the way Saul formed groups for the project effective? Why or why not?

EARLY CHILDHOOD MIDDLE SCHOOL HIGH SCHOOL

ELEMENTARY SCHOOL

%

Assess

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322

Prepare:

As you read the case, make notes:

1. WHO are the primary participants in the case? Describe them.

2. WHAT is taking place?

3. WHERE is the case taking place? Is the environment a factor?

4. WHEN is the case taking place? Is the timing a factor?

The time is 7:15 A.M., 15 minutes before the bell rings for the start of first period at Valley High School. Maria Salazar makes her way to the main office, greets the secretary and principal, and picks up her mail. She is in her second year of teaching and notes with relief that fewer students and faculty are mistaking her for a high school student this semester. When she first arrived at Valley High, Maria felt conspicuous as the new kid on the block, and at 22 years of age she was very aware of being only a few years older than her students.

Maria is the physical education teacher, and she works with a wide spectrum of students, from freshmen to those seniors trying to get required credits for P.E. at the last minute so they can graduate. Some of the kids in her class tower over her, but she has gained a reputation as a “petite powerhouse.” She is energetic and enthusiastic and really cares about her students.

It is the middle of the semester. As Maria gets set up for her first-period class, she wonders how the day will unfold. At 7:26 A.M., with a whistle around her neck, a pen behind her ear, and a grade book in hand, she is waiting patiently for her freshmen to arrive in the West Gym. The students are in the locker room changing into their required gym uniforms, but one by one they begin to enter the gymnasium. The late bell rings, class has begun, and Maria blows her whistle, signaling the students to be in their assigned squad positions. She opens the grade book and gives the students their first assessment of the day: dressed or not dressed?

“. . . Jacobson, okay; Jennings, alright; Jones, good but keep jewelry in your locker next time, . . . Johnson . .?” Maria thinks her eyes must be deceiving her. Brianna Johnson dresses in uniform for gym every day. Maria walks in her direction, asking, “Not dressing today, Brianna? Is everything going okay?” She is genuinely concerned.

“I’m not dressing, and you can’t tell me what to do. Only my momma can do that, and the last time I checked, your name wasn’t Cynthia Johnson,” roars Brianna as she storms over to the bleachers.

This certainly is not the reaction Maria expected. She is uncertain about how to handle Brianna’s tantrum, but she decides not to dwell on it too much because there are many other students in the class. Brianna is usually a very good student, so for the moment, Maria decides to completely ignore Brianna’s outburst and move on.

Participation is a major component of assessment in this class. Even students who are not dressed for gym can still receive points for the class—minus points for not dressing in the required uniform. Brianna opts to fall asleep after she has huffed and puffed while sitting awhile on the bleachers. Maria continues to ignore Brianna’s actions and to focus on the rest of the class. The students are rotating through four series of basketball drills, and fortunately none of the other students have chosen to act up this morning.

At 8:19 A.M., the second-period bell rings. Maria finally decides to say something to Brianna, but Brianna storms out of the room after the bell has rung.

Brianna walks into her second-period class, English composition, where David Williams has written sentences on the board for students to find and correct grammatical errors. The students who are taking this class have very low language and reading skills.

High School

Refusal to Dress

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EARLY CHILDHOOD MIDDLE SCHOOL HIGH SCHOOL ELEMENTARY SCHOOL

Assess

There are some students with learning disabilities, and several students are English language learners with limited English proficiency.

Brianna stomps to the back of the class, slouches in her desk, and closes her eyes. As a second-year teacher, David is used to motivational and behavioral problems in this second-period class, although he’s not always sure how to handle them. He knows, however, that confronting a student in front of the class backfires, especially with someone who already appears very agitated. So today he chooses to ignore Bri-anna and continue with the lesson.

1. In your opinion, does Maria’s gender make a difference in this situation? Why or why not?

2. Do you think Maria handled the situation with Brianna appropriately during her first-period class? Would you have responded the same way?

3. Are you surprised that the focus of a high school English class is on a basic skill like teaching grammar? Why or why not? Is your response based on prior personal experience, observation, or knowledge gained from other classes?

4. Why do you think students in David’s second-period class have motivational and behavioral problems?

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