Case-Based Questions

CASE 10.A

You are engaged with your seventh grade science class that meets each morning during the third period of a seven period schedule. You see one of the boys, Sammy, hand a note to one of the girls, Liz. Liz reads the note and immediately breaks out in tears. This situation raises the following questions:

1		How should you approach the situation? Outline a list of actions that you would take. (Chapter Learning Performance 10.2, 10.3)
2		What are some alternatives to the approach you outline in Question 1? Compare and contrast these strategies to the one you outlined. (Chapter Learning Performance 10.4)
3		In what ways is the approach you outlined in Question 1 consistent and inconsistent with a constructivist framework for thinking about classroom management? (Chapter Learning Performance 10.1)
4		Some teachers might be inclined to think that this situation falls under the heading of "boys-will-be-boys." Why is it absolutely necessary for you to take action in this situation? (Chapter Learning Performance 10.6)
5		What kinds of routines, artifacts, and procedures would be helpful to have in place prior to this incident? In other words, how could you have "planned" for dealing with this incident prior to its occurrence? (Chapter Learning Performance 10.5)

CASE 10.B

As part of a project-based unit with your sixth grade class, you have assigned multiple investigations to various student groups. After several days, you ask each group to prepare a presentation to the class that describes what the group has found. Each group prepares a presentation and on the prearranged day, each group gives their presentation to the class. As one group gets up to present their findings, a member of another group says, "Here comes the stupid group." You choose not to respond to this comment. When the group presents, they clearly seem to lack confidence and you believe that this comment affected their performance.

6		You chose not to respond to the student's comment. Explain how this action might have contributed to a less positive environment for the presenting group? (Chapter Learning Performance 10.3, 10.6)
7		If you had chosen to address the student's comment immediately and directly, what would you have said and done? (Chapter Learning Performance 10.2)
8		A third option might have been to say to the student making the comment, "See me after class." (in a stern voice). What are the advantages and disadvantages of this approach as compared to an immediate and direct response approach? (Chapter Learning Performance 10.4)
9		What could you do to proactively plan for addressing these kinds of situations before they occur? (Chapter Learning Performance 10.5)

CASE 10.C

Mr. Roberts plans a project-based unit for his third graders. The driving question is, "How can I keep my pets healthy?" As he thinks through all the different investigations, activities, and benchmark lessons the class will perform, he begins to think about the different safety precautions he might need to take. He asks you to help him with the following questions:

10		What rules will need to be in place regarding maintaining animals and plants in the classroom? (Chapter Learning Performance 10.7)
11		What safety equipment and materials should be used for demonstrations that involve a candle flame, household chemicals, foods, and glassware? (Chapter Learning Performance 10.7)
12		Prior to demonstrations that involve a fire, what equipment should the classroom contain and what procedures do the students need to learn about before the demonstration is conducted? (Chapter Learning Performance 10.7)
13		When should glassware be used and what special precautions should be taken when it is used? (Chapter Learning Performance 10.7)
14		Mr. Roberts wants to take the students to a veterinary hospital as a field trip associated with this unit. What are some tips about field trips to give him? (Chapter Learning Performance 10.7)