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Read the case study, and respond to the question that follows. (This is a real world example of an encounter between a student and a teacher.) (The paragraphs are numbered for your reference.)
1. Adam is a bright but active and talkative sixth grader who periodically blurts out answers in class before his classmates have a chance to respond. He also has a habit of putting pens in his mouth. Mrs. Jones, his teacher, uses a classroom-management system in which students get “tallies” for misbehavior. She usually gives students one warning if they break a rule, which is then followed by giving a “tally,” although students will occasionally get tallies for a first infraction. Receiving three or more tallies in a one-week period results in a half hour of detention.
2. Adam is periodically warned about his blurting out answers, and he then stops doing so for several days. He, and other students, periodically receive tallies, but rarely receive three in a week, wanting to avoid the possibility of detention.
3. As the students are making the transition from the learning activity to seat work, Mrs. Jones announces quite loudly, “Adam, Sanchia just told me that you spit on her. . . . We don’t behave that way, and we particularly don’t spit on each other. You will be receiving a tally.”
4. The students, somewhat startled by Mrs. Jones’s announcement, look around at Adam and Sanchia, but they quickly settle down and begin their seat work, and the rest of the day proceeds without incident.
5. “Mom! Adam nearly screams as he walks into the house after school that day. “Mrs. Jones is so terrible and so mean. She is so unfair,” he continues nearly out of control.
6. “Wait, . . . calm down, honey,” Suzanne, his mother, says, putting her arm around him and attempting to soothe his feelings. “Tell me what happened.”
7. “I’m just working, and out of the blue Mrs. Jones announces in front of the whole class that I spit on Sanchia, and that I have a tally.”
8. “Are you sure you were ‘just working’?” Suzanne probes. “Did you spit on Sanchia?”
9. “No, no, no, . . . Mom, I really didn’t.”
10. “You must have done something,” Suzanne continues to probe. “Sanchia wouldn’t just make that up out of the clear blue.”
11. They talk at length, and during the discussion it comes out that Adam did indeed have his pen in his mouth and “I maybe pointed it at Sanchia,”
12. “Did it have saliva on it?”
13. “I don’t know . . . maybe,” Adam confesses. “But, Mom, it’s terrible unfair. I got a tally once for tattling, and now Sanchia says I spit at her, when I didn’t really do it, and I get a tally. It just isn’t fair. Why didn’t she get a tally for tattling?”
14. Suzanne considers the incident, talks to a friend, and decides to write Mrs. Jones a note inquiring about her tally system and how it’s administered. In the note, Suzanne questions Mrs. Jones’s giving Adam a tally when she didn’t see the incident—she only used the other student’s word—and she also questions the inconsistency in giving tallies.
15. Upon receiving the note, Mrs. Jones calls Adam out in the hall before class and says, “What’s this all about? I got a note from your mom about the tally you received for spitting on Sanchia.”
16. “But, Mrs. Jones,” Adam protests. “I didn’t spit on her. I swear, . . . I didn’t.”
17. “Well, that’s the way it goes sometimes,” Mrs. Jones responds. “Sometimes you need to just shake it off. That’s part of life. . . . Now, go back into the classroom.
We’re about to start.”
18. “Do I still have the tally?”
19. “Yes.”
Identify at least four things Mrs. Jones did in the encounter with Adam that were ineffective, specify the paragraphs in which the ineffective behavior is illustrated, and explain why they were ineffective.
(Minimum response of 350 words and 3 references)
Question 2
To what extent does classroom management involve moral decisions, both on the part of the teacher and on the part of the students? Use Kohlberg’s theory to support your answer.
(Minimum response of 350 words and 3 references)
Question 3
Chapter 13 Discussion Question
Read the following case study, and answer the questions that follow.
1. Kathy Johnson is a fifth-grade teacher with 27 students, about half of whom are classified as placed at risk in her class from mostly low- to middle-income families in an urban Midwestern city. Four of her students have learning disabilities, and two are classified as behaviorally disordered. A veteran of six years, she typically schedules her day as follows:
8:15–9:15 Math
9:15–10:45 Language Arts
10:45–11:00 Break
11:00–11:30 Social Studies
11:30–12:00 Lunch
12:00–1:25 Reading
1:25–1:35 Break
1:35–2:00 Science
2:00–2:45 Resource (Art, music, PE, computer)
2. In social studies Kathy has begun a unit on the on the Northern and Southern states prior to the Civil War.
3. As the students file into the room from their break, they see a large chart displayed at the front of the room that appears as follows:
People
Land and Climate
Economy
Northern states
Small towns
Religious
Valued education
Cooperative
Timber covered
Glacial remains
Poor soil
Short growing season
Cold winters
Syrup
Rum
Lumber
Shipbuilding
Fishing
Small farms
Southern states
Aristocratic
Isolated
Social class distinction
Fertile soil
Hot weather
Long growing season
Large farms
Tobacco
Cotton
Unskilled workers
Servants and slaves
4. Kathy is standing at the doorway as her students enter the room. She smiles and jokes with them as they pass by, and reminds them of what they’re about to do with comments, such as, “Look carefully at the chart at the front of the room, and see if you can find anything interesting about it and how the North and South were different?”
5. At 11:02 the students have their social studies books on their desks, Kathy has moved to the front of the room and she begins, “We began talking about the Northern and Southern states yesterday. Let’s see what we remember. . . .Where are they compared to where we live?. . . Lorena?”
6. “. . . They’re over here,” Lorena answers, motioning to the right with her hand.
7. “Yes, they’re generally east of us,” Kathy adds, as she walks quickly and points to the map at the side of the room identifying the general location of the Civil War-era states relative to their location with a wave of her hand.
8. “And about how long ago are we talking about, a few years or a long time? . . . Victor?”
9. “. . . A long time. Like when our great, great, great, great grandfathers and grandmothers might have lived.”
10. “Yes, very good,” Kathy smiles and nods. “We’re talking about time during the early and middle 1800s.”
11. “We also talked about some important ideas, like ‘Economy,’” Kathy continues. “What do we mean by economy?. . . Jorge?”
12. “. . . It’s . . . like . . . the way they make their money, like when we said that the economy here is based on manufacturing, like making cars and parts for cars and stuff,” Jorge responds uncertainly.
13. “Very good description, Jorge,” Kathy nods. “You identified auto manufacturing as an important part of our economy, and that’s a good example.”
14. “Now, look here,” Kathy directs, pointing to the column marked ‘Economy.’ “We see that the economy for the two groups of states is very different. Today, we want to see what some of these specific differences are, and why the two economies are so different. So, remember as we go through the lesson that we’re talking about the way the northern and southern states made their money, and we’re trying to figure out why it is so different. . . . Everybody ready?” Kathy surveys the class. “Good. Let’s go.”
15. She then begins, “What are some of the differences we see in the economies for the two regions? . . . Ann Marie?”
16. “. . .”
17. “What do you notice about the farms in the two regions?”
18. “. . . The farms were much bigger in the Southern states than they were in the Northern states.”
19. “OK, Good observation,” Kathy nods energetically. “Now why might that have been the case? . . . Jim?”
20. “. . .”
21. “. . . Would you like me to repeat the question?” Kathy asks, knowing that Jim hasn’t heard her.
22. “Yes,” Jim responds quickly, with a look of relief.
[Kathy continues guiding the students’ analysis of the information on the chart, in the process finding relationships between the geography, climate, and economy. When students are unable to answer, she rephrases her questions and provides cues to help them along. She then has them consider why the economy of their city might be the way it is. We return to her lesson now.]
23. “You have done very well, everyone,” she smiles, pointing her finger in the air for emphasis. “Now, everyone, get with your partner, take two minutes, and write two or three summary statements about what we’ve learned here today. . . . Quickly, now, get started.”
[The students start buzzing, pointing at the chart, and one of the two in each pair begins writing. In some cases they stop, crumple their papers, and begin again. As they work, Kathy walks among them offering encouragement and periodic suggestions.]
24. At the end of two minutes, Kathy announces, “One more minute, and we’re going to look at what you wrote.”
25. After another minute she begins, “OK, let’s see what you’ve got. What did you and Linda say, David?”
26. “. . . We said that the weather and the land had a lot to do with the way the different regions made their money.”
27. “Excellent! That’s a good one. How about someone else. . . . Danielle, how about you and Tony?”
[Kathy has several other pairs offer their summary statements, they further develop the statements as a whole group, and then Kathy collects the papers.]
28. At 11:28 she announces, “Almost lunch time. Please put away your papers.”
29. The students quickly put their books, papers, and pencils away, glance around their desks for any waste paper, and are sitting quietly at 11:30.
Identify the Essential Teaching Skill best illustrated by each of the following paragraphs or sets of paragraphs in the case study. (The paragraphs in the case study are numbered for your reference.)
Provide an explanation for each of your choices.
1. paragraphs 2–5
2. paragraphs 5–13
3. paragraph 14
4. paragraphs 15–18
5. paragraphs 23–27
6. paragraphs 5 and 28
7. paragraphs 5, 8, 11, 15, 19
8. paragraphs 7, 13, 19
In 19 Kathy called on Jim, knowing that he wasn’t listening (as we see in 20 and 21). Is this [calling on a student who isn’t paying attention] effective teaching strategy? Why do you think so, or why do you think not?
Look at the type of questions Kathy asked in 15 and 17. What kind of questions are these? Give at least three reasons why they’re effective.
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