Case: Places everyone, Places.

Case Introduction/Commentary

One of the toughest tasks facing a new teacher is the challenge of walking into a classroom of students and attempting to establish control and build rapport with the students. Successfully accomplishing these aspects of teaching can go a long way in terms of 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 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.

Case Questions

1. Although the substitute teacher did not physically touch Adam, do you think his actions were appropriate? Why or why not? If not, what would have been a better way to handle Adam's refusal to move?
   
   
2. What do you think the substitute teacher said to Adam to gain rapport with him? What would you have said to Adam?
   
   
3. 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?
   
   
4. The substitute teacher had written a list of rules on the board for the student. What are some of the rules that you plan to implement in your classroom?