Case A |
Case B
Case A: Places Everyone, Places
Case Introduction/Commentary
One
of the toughest tasks facing a new teacher is the challenge of walking into
a classroom full of students and attempting to establish control and build
rapport with the students. Successfully accomplishing these aspects of teaching
can go a long way toward creating a well-managed classroom. The following
case describes a situation in which a substitute teacher tries to establish
control of the classroom and encounters a tough situation involving a reluctant
student.
Case A from Preservice Teacher
My observation site is located at a middle school. I am currently
observing an eighth-grade math class that has about fifteen students. Last
week, I showed up for my observation and found out that my teacher was absent
and a substitute was filling in. The substitute teacher had clearly written
his rules on the blackboard and alerted each of the students to the rules
as they entered the classroom. The substitute had been left a note by the
regular teacher stating that there were two specific male students, Adam and
Donny, who caused excessive disruptions when they were given the opportunity
to sit by each other, so one of the rules was "assigned seats."
Naturally, when the two boys entered the room and noticed
that the regular teacher was absent, they promptly chose to sit beside each
other at the far end of the room (as far as they could get from the teacher).
When class began, the substitute teacher asked Adam to move to a vacant desk
that was located directly in front of the teacher's desk. Adam promptly responded
"No, we don't have assigned seats in this class." The substitute
replied by stating that the new rules were posted on the board. Again, Adam
refused to move and started to become noticeably agitated. The teacher again
stated that his rules were to be followed while the regular teacher was absent.
To this Adam replied, "I ain't moving, and you can't make me!" The
teacher walked over to the steadfast student, grabbed the side of the desk,
and pulled it to the front of the room in front of the teacher's desk.
The student stayed at the desk but pouted and complained
when the teacher began the lesson. The other students, including Donny, cooperated
with the teacher and participated in the lesson. Near the midpoint of the
lesson, while the students were working, the teacher approached Adam and began
talking about why he wrote the rules on the board. He asked me to watch the
other students while he talked to Adam, and I did not hear the rest of the
conversation. All I know is that by the end of the class, the teacher had
the students involved in a math game and Adam was participating with no signs
of animosity. In fact, Adam was actually having a good time in the class.
My question is this: even
though the teacher did not physically touch Adam, do you think that this
was an appropriate action for the teacher to make? Also, if you think that
this was inappropriate, what techniques could you suggest that the substitute
teacher might have used to remedy the situation?
Case A Questions
- Although the substitute teacher did not physically touch Adam, do you think
his actions were appropriate? If not, what would have been a better way to
handle Adam's refusal to move?
- What do you think the substitute teacher said to Adam to gain rapport with
him? What would you have said to Adam?
- What are some other ways that the teacher could have eased the tension
between Adam and himself? How would your answer differ if other adults were
not in the room to monitor the other students?
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Case B: The Happy Hat
Case
Introduction/Commentary
Probably the biggest concern for any teacher
preparing to enter the classroom for the first time is classroom management.
First-year teachers are concerned about whether they will have the appropriate
level of control without stifling their students. Information from research
in educational psychology has provided some beneficial insights into how to
create educational settings that facilitate learning. Multiple experiences
and trying a variety of techniques is also beneficial. In the following case,
the teacher initially struggles with managing her classroom, but after trying
multiple approaches succeeds in getting her students to learn.
Case B from Preservice Teacher
The teacher I observed for my observations is a first-year
teacher. She is straight from college, and her only teaching experiences have
come from field experiences during college and student teaching. In my early
observations, I noticed that this teacher had much difficulty motivating and
managing her fourth-grade students. There were multiple behavioral problems
every day, and the teacher seemed extremely frustrated. When I talked to the
teacher she told me that she was willing to try almost anything to get her
students to learn. Finally, one day she discovered how to accomplish this
goal.
During the morning math lesson on this day, the students
were absolutely out of control. The teacher attempted to calm the students
with bribery. She told the students that she would give them extra recess
time if they behaved. The students did not seem to care about extra recess
time and became even more rowdy. This teacher seemed almost on the verge of
throwing in the towel when she decided to try a new technique with the students.
She told the students how extremely disappointed she was in them. She went
on to say that they had let her down. She told them that she knew that they
knew better than to act in such a childish manner. It seemed as if a sudden
"hush" fell over the class; the teacher's comments had affected
the students. The students immediately sat down and prepared themselves for
the lesson. It was amazing!
My first reaction was
that the teacher was too harsh on her students, but I was wrong. The lesson
went smoothly for the rest of my observation time, and I went home and thought
about the situation all week. My prediction was that the following week,
the class would be wild again. Again, I was proven wrong. I returned to
find the students were still motivated to please their teacher, and as a
result, they were participating and learning. In fact, the teacher had brought
in a hat that looked like sunshine. She called the hat her "Happy Hat."
She told the students that she would wear it when they were being good and
she was happy. However, if the students started to make her unhappy by doing
inappropriate things, she would take it off. During that particular day,
the teacher had to take the hat off only once. At one point, the students
had gotten a little rowdy. The teacher told the students that she was going
to take off her "Happy Hat." Immediately, the noise stopped.
Case B Questions
- One of the greatest concerns of first-year teachers is classroom management.
What advice regarding classroom management would you give a new teacher starting
out?
- In this case there is a turning point at which the students begin to listen
to the teacher's requests regarding their behavior. What is this turning point?
Why was the teacher's approach successful?
- In addition to talking to the students regarding her disappointment, what
are some other alternatives that this teacher could have used to maintain
control of her students?
- Do you think the "Happy Hat" will continue to work for this teacher? Why
or why not? For what grade levels is "Happy Hat" most appropriate?
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