Professional Documents
Culture Documents
TE 801
November 6, 2016
Student Proposal
Amy is a student in my 6th hour ELA 10 class. The main issue with her is that
she has trouble meeting deadlines. The frustration lies with the fact that she has the
potential to be an all A student and chooses not to. Amy has given many excuses in the
past for why her work is late, ranging from I had another test I was studying for to I
am just so stressed out with other things, it slipped my mind. There is another thing that
makes me gravitate towards Amy . Another reason this girl interests me is that her
parents both had differing opinions on how to handle their daughter. The mother seems to
have given up on Amy , telling me that there is no way I can get through to her
daughter, that she has tried everything, and she is at her wits end. The father, while still
just as frustrated with his daughters lack of effort, seems to be more optimistic, telling
me about different options for incentives at home (taking away her phone, laptop, and
other privileges). It would be interesting to try and work with both these viewpoints as
well as Amy s schedule and needs to come up with a solution to her homework
problem.
The other student I am considering is Alex, a student in my 4th hour ELA 10.
Since the beginning of the year, Alex has been disruptive in class, taking up the role of
class clown. He seems to never be able to sit still either, something that my Mentor
Teacher brought up at conferences with the light suggestion that they look into getting
Alex tested for some sort of attention disorder, which they responded positively to.
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I feel that examining the issues both of these students are facing would make me
better equipped to handle such things in the future and would like to try and help these
Part 2
After reviewing both of these students grades and clawing through my memories
to analyze every interaction I have had with them and those around them in the
classroom. The main issue with Amy is due dates. We have had roughly five graded
assignments (either summative or smaller homework grades) and only once has she
turned something in on time. Because most of the assignments were late there was a
deduction of points. She currently has a C in the class (74.7%). She would have received
a 95% on a summative assessment had she turned it in on time, but given the lateness,
received a 75%.
allows me to talk to my students through their phones without them knowing my number
communication disconnect. I was unable to reach them at any time after school to remind
them of due dates and other important ELA related things (such as clarifications on
opportunities). I feel that I should have looked into more technology-based aides once I
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realized there was a need for communication outside of the classroom instead of waiting
I need to acknowledge the fact that I have three things going against me right off
presence and look like I can be in high school myself, and I am a woman, which seems to
have some affect on how much respect I am given in the classroom. Because of this, I had
to work from the ground up to build respect in my classroom. The students (and this is
conjecture on my part, but educated conjecture), knowing that I was inexperienced, could
have assumed that I was going to let things slide either due to my want for them to like
be as kind as possible even when disciplining them. This was meant to show them that
while I did not like the behavior, I also respected them as human beings enough not to
chastise them in a cruel way in front of their peers. While I had good intentions, this may
severe a way as other teachers in the building, the students may not be deterred by my
harsh but kind scolding. It may not be enough to get them to do what I need them to.
While there are obvious downsides to the behavior, there are some things Amy
seems to gain from not turning in her work (or waiting until days after the due date). First
she gains free time. By making a judgment call about what is more important, and
forfeiting school work, she is able to do what she wants to do with that time instead of
Second, she could be gaining wanted attention from her parents. I have met her
mother and her father both during Open House and Parent Teacher Conferences, and
there seemed to be a real disconnect between them (they are divorced), and they had
different approaches when it came to their daughters missing work. The mother seemed
to have thrown in the towel, all but telling me that her daughter was hopeless and if I
found a way to reach her, let her know, because she had done everything she could. The
father on the other hand, offered some ideas to us as well as told us what he was willing
to try next (taking away privileges, technology, etc.). By not turning in her work, Amy is
getting attention from both her parents. Even though it is not positive attention, it is still
attention, and she may be feeling a disconnect from her parents since they are no longer
together.
My first hypotheses for why the behavior is happening relates to these benefits
she (supposedly) receives from not doing her work. She is a busy girl, involved with
three after school clubs and a sport. I hypothesize that she could be trying to gain free
time in which she can do whatever she wants, outside of the many activities and
obligations. I did something like this in high school, neglecting my homework when I got
home, opting instead to do it in the morning (I did get the homework in on time though).
My second hypothesis is that she is simply forgetting to do the work. This and
similar issues with other students is why I implemented Remind in the classroom, so I
can communicate with them after they leave my room. However, I must keep in mind that
I do not use this app during school hours, and if a student is planning to print a paper
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during lunch and forgets, that they are responsible for the consequences. I cannot be there
A third hypothesis related to chapter 6 of Make Me! and the idea of self-
avoid, excuse, or discount any resulting failure, (Tohalis, Chapter 6 (there are no page
numbers on my Kindle version)). Amy is aware that she is intelligent and may be using
stated above, in being overly kind to the students while disciplining, I may have set
myself up as a doormat. Amy may be thinking, Well, if I turn it in a few days late she
may only take a couple points off. Especially if i give her a good reason. I need to
missing due dates, even though his work may be slightly sub par (we will get to that later
as it is a secondary issue). The main issue with Alex is that he is disruptive in class,
making jokes, talking with students during instruction, and moving around the room at
Since Alexs problems do not stem from grades, it is difficult for me to place
blame on the content of my instruction. However, I still have a part to play in this issue.
inexperienced, the students may think they can get away with more in my classroom than
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they can in others, and they take advantage of this. In addition, I was somewhat forgiving
of the behavior of the boys in that corner of the room because they, for the most part, are
good at turning in good work on time. This may have added to a blas classroom
environment that makes it difficult for this particular student to stay focused.
Because this behavior is not affecting his grade, Alexs gains from the behavior
are easier to see. Because he could be classified as a class clown, one of the obvious
benefits of the behavior is recognition from his peers. Every time he tells a joke, his peers
laugh, because he really is a funny kid. This leads me into the perceived second gain from
the behavior, and that is making himself stand out to me. In behaving this way he is
getting attention from the teacher, and since this attention is less harsh than that he could
be receiving in other classroom (see my above blunders in that department), he may see
the interactions as purely positive, that a teacher is taking notice of him in a way that is
Another gain is that he could be getting excess energy out. And this brings me to
excess energy, my mentor teacher and myself have noticed that Alex has trouble sitting
still and concentrating on the tasks at hand during class. His parents came to conferences
and expressed concern at what they had heard from other teachers. Apparently his
behavior in my class is the norm, and he is actually the most attentive when he comes to
ELA (at least from the information his parents gave me). My mentor teacher, with the
caveat that he normally does not usually jump to these types of conclusions, asked the
parents if Alex had even been tested for ADD or ADHD, to which they said no but in a
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dazed sort of way, as though they were just realizing what could be happening with their
son. I agree with my mentor teacher that there could be some sort of attention or
hyperactive disorder at play here, and Alexs disruptive behavior may be the only way he
Another hypothesis related to the gain of notoriety among his classmates. He is,
as stated, the class clown, and his gain is the hypothesis; he is behaving this way to get
attention from his peers (to receive the gain). He is a leader for his fellow students,
especially the ones in his corner of the room, and he knows it. By acting this way he is
using his power in a way that endears him to the rest of the class and makes him seem
cool.
against antiquated school norms. They are both white, middle class students who have
benefitted from the standards of public education, both explicitly and implicitly. That
does not mean that their resistance is any less important or that the reasons for doing so
are any less compelling. While I am only going to be writing about one of these students
for this case study, I am going to be working with both of them in and out of class to try
and help them reach their full potential. They are both bright and capable; they just need
Part 3
The student I have chosen to work with is Alex, who is disruptive and
disengaged in class. I have come up with two different plans of action that, when
combined in the correct manner, will help both Alexs individual attentiveness and the
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classroom environment. In relation to my first hypothesis for the disruptive behavior (that
Alex may have some sort of attention or hyperactivity disorder), a tangible option for
action is one that I have seen in employed in other classrooms (both in high school and
college), and in therapist/doctors offices. I could bring in stress or squishy balls form a
dollar store and keep them available for any student who is in need of them.
Some obvious merits of this course of action are that students (and Alex in
particular) will be able to fiddle with something during instruction to get out excess
energy while not disrupting other students. Another merit is (and this was found through
my own experience with a fidgeting problem), the use of a stress ball or other malleable
object actually increases attentiveness in a classroom setting, as the focus on the object is
not
The main drawback to this plan is that I will have to take money from my own
pocket to supply these stress/ energy management objects. I will also have to purchase a
container for the objects with money that I do not have at the ready (I am getting paid in
The risks of this plan relate to both my students history in the classroom as well
(Alexs hour) are a rowdy bunch that all seem to be friends, or at least acquaintances.
This can lead to individuals mishandling the objects, either by throwing them at or near
their friends or trying to disrupt their learning by passing it back and forth. Second (and
this relates to my own use of these types of objects and my assertion that it increases
attention),
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clout among his peers due to his disruptive behavior), A tangible plan for action would be
to change the seating chart. Currently I have allowed my students to sit in a fixed seat of
their own choice, and that has lead to an environment that is not always conducive to
learning. With a new seating chart, I can strategically place students who are disruptive
next to students who are attentive and separate pairs who work well individually.
The merits of this plan relate to both the level of attentiveness in the classroom
and the overall classroom environment. We are beginning a new unit (Of Mice and Men),
and I am having them work in assigned reading groups. Because of this, I will be looking
at all of my students and strategically placing them in groups already, so I can make a
new seating chart with ease. Another merit is that the students will be interacting with
peers they had, until this point, no interaction with. According to Weinstein and
Novodvorsky (2015), As you plan the arrangement of students desks, you need to think
carefully about how much interaction you want among students . . . (p. 29). While this
particular chapter talks about physical layout of the desks, the same principle applies
when you are arranging the students in those desks. I was to foster positive and
productive conversation among my students while also keeping them on task with my
strategic placement.
The drawbacks of this plan mostly affect me. It may take a significant amount of
time to create a seating plan that will be able to meet all of my goals (the merits of the
plan). Also, there may be students who complain that they can no longer sit next to their
best friend in my class, and for those who have always been attentive, this may seem like
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they are being punished for the behavior of others (which in a way, unfortunately, they
are).
The risks of this plan are that I have misjudged certain pairings of students and
my new seating arrangement will lead to a less productive classroom. There may be
friendships and personality combinations that may not mesh well and lead to there being
more disruptive behavior, not just from Alex, but from others in the class. Another risk is
placing high schoolers next to people they dont necessarily mesh with or those that they
do not socially associate with, that may create an atmosphere of disengagement and
In order to make these plans work, I need to employ them in a specific order and
in a specific fashion. First, I need to change the seating chart, while announcing that the
reason for the change is to better facilitate conversation as we move into our first novel.
Then, after I have established this change and given the students time to adjust, I will
reevaluate Alexs situation. If I feel that he or any other student would be in need of some
sort of stress object to quell their spikes in energy in my classroom, I will purchase some
I will also make sure to also keep the parents in the loop, especially since they
were concerned about his behavior in class during parent teacher conferences. I want
Alex to succeed in my class, and I feel these are will be productive first steps in making
that happen.
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Part 4
The issues that I have with Jacob are slightly nebulous, meaning that they are
difficult to police due to both their sporadic nature and the variation. Some days are good,
some days are bad, and some days are fine. The issues range from him just being
uninterested in the activity and trying to get away with looking at his phone to distracting
The original plan was a two part attack focusing both on his perceived attention
and hyperactivity issues and his tendency to distract those around him. The first part of
the plan was to change the seating chart. Alex seemed to be a negative influence on some
of his peers, leading to many side conversations between him and other students. I hoped
this change would quiet not just Alex but others as well. Even though Alex was the main
issue, there were still pairings that, even sans Alex, would still end up disrupting the
class.
I did not end up enacting the second part, which was to bring sensory tools into
the classroom (squishy balls, fidget apparatuses, and other things to keep the hands busy).
My initial thought behind this plan was to allow all the students (not just Alex) to work
out excess energy in a way that allowed them to visually and mentally focus in class.
However, I foresaw too many problems with this. First, I thought they would just throw
the balls/tools around the room, if not during class, before and after. Second, there is the
very real possibility that they would focus more on the tool and less on my instruction.
For these reasons, i only enacted the first part of my plan. The goal of this plan was to
create a positive and productive learning environment for not just Alex but for all of the
students.
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The plan seemed to be effective in the beginning. Once I changed the seating
arrangement, talking in the classroom decreased dramatically for about a week. But once
the students got used to their new seatmates the noise level crept up. Mind you, it was not
nearly as bad as it was before, so I still considered this change progress. However, while
Alex was not distracting his peers individually, he was speaking up more in class, and not
all of his comments were in line with the issue at hand. For example, when the class was
asked who was discriminated against in the novel Of Mice and Men, he said the character
of Curley, because he has curly hair. This answer was paired with a smile and a glance
Then, during the group discussions for the first chapter of Of Mice and Men, I
noticed that Alexs group was having trouble staying on task. There were two girls in
Alexs group who, while they worked good in a pair, had difficulty staying on task when
Alex was thrown into the mix. I was already planning on switching up the groups when
the fourth member came to me to voice concern. He said that Alex was distracting the
two girls and that he (Michael) was doing all the work. I told him the issue would be
handled and the next day I changed the groups around. After the change, there seemed to
be less problems, however, Alex was still having problems staying on task.
One day, after a particularly difficult class (Alex was speaking out of turn and
making comments that was not pertinent to the situation/meant to get a rise out of his
fellow students), I had him hand back and talked to him about his behavior. I said that he
was a leader in the classroom, meaning that the other kids look to him for cues on how to
behave, and when he acts out, that creates a chaotic and unproductive atmosphere. He
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seemed really receptive to what I had to say and the next day I noticed a marked change
in behavior. He was staying on topic and on task and added to discussion in a meaningful
way.
It remains to be seen whether or not this change will be permanent, and if it is not,
I have a few options moving forward. I plan on changing the seating chart again at the
end of this unit and will keep changing it periodically into the next semester. The only
reason I am not changing it now is because the students have reading groups based on
their current seats (they are charting the progress of those characters throughout the
novel). I also have the option to be in contact with Alexs parents if his outbursts are
significantly affecting either him or those around him. Since his behavior is not affecting
his grades, I have not yet felt the need to do so. His disruptions are more in the moment
issues that dont affect the overall class. However, I feel they are just as important
because they create an overall blas atmosphere that I would like to avoid.
Alexs case was interesting to analyze since it was less of an anomaly and more of
a classic instance of an attention-seeking student and how their antics can disrupt
education, not just for them, but for others. I have him next semester as well with
different students (the classes are mixing), and I look forward to working with him in a
new environment.