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Sell Dont waste your time with those kids- Janice Anderson Connolly Setting and Teacher A petite woman in her mid twenties, Miss Andersons first day of teaching was documented in the story Dont waste your time with those kids. The occurrence that fateful day made for a learning opportunity for her students as she disclosed personal information about herself to teach them about learning disabilities. Miss. Anderson is dyslectic and she shares this with one of her more unruly classes after the students and colleagues classified those students as retards. The majority of students are those of Migratory laborers and from very low income housing. Because the children must work picking to help provide for their families, they miss a substantial amount of schooling during crop seasons, and therefore classify themselves as being retarded since they cannot perform as well as the others students who attend school more diligently and without any home responsibilities. Summary Miss Andersons First day of school was going well until the afternoon when a fight broke out in one of her classes between two boys, David and Mark over an incident that occurred when picking beans in the field. Despite Miss Andersons small frame, she did her best to break up the fight, but ultimately the teacher from across the hall had to intervene to break it up. He had taught many of her students in summer school and had little hope for them and informed her of their impoverished conditions and how to control them if anything similar ever happened again after the class had let out. Miss Anderson was disturbed by the teachers lack of confidence in the students, but more so by the comment Mark made when she pulled him aside after class. Lady, dont waste your time. Were the retards he said. So distraught and overcome by the word Retard, she felt that she had to intervene somehow and instruct students not to be so judgmental and prejudice towards people with mental disabilities. The next day she went to the board and spelt her first name backwards and asks the students to tell her what it said. Confused the kids failed to answer what seemed like a riddle on the board. Miss Anderson then slept her name correctly, frontwards and the kids were enthused that this time they understood. Miss. Anderson proceeded to tell them that she was learning impaired with dyslexia and to make a more dramatic point she told them she was classified as a retard. The kids became interested and finally listened. They asked how she became a teacher despite her disability and she answered saying that she didnt believe in labels but those that did could leave her classroom, she did not wish to teacher ignorant children. No student left but rather they all began working harder from that day forward, especially Mark. The year went by quickly and as soon as school let out Miss. Anderson was getting married and moving out of state. Her students knew this and despite their difficult economic conditions, they were able to come together and purchased and borrow flowers from funeral homes at discounted prices and her 7 th period class filled her room with them. It was Miss. Anderson determination to see her students succeed that they did graduate and many went on to go to college. Miss. Anderson Ended up teaching in the same area again and now has Marks son as a 1

S. Sell student. Mark became a business man providing for his son opportunities he never imagined. Miss. Anderson considered after her first day of leaving the teaching profession and doing something more rewarding. She cannot imagine now what that would be more fulfilling then changing the life of a young person. Major Issues The major issue in Miss Andersons case was the stereotypes and prejudices students had again people with learning disabilities. The students felt that just because they talked differently than the other students or were in smaller classes and had to enroll in summer school that they were retarded. Their misunderstanding and unnecessary use of the word retarded was part of establishing their biases again those with learning disabilities such as Miss. Anderson. Another major issue the students was a lack of confidence in themselves and by their teachers. The class may have worked hard to understand the material but fell short when responsibilities at home became too demanding. Therefore, they fell behind in school and felt stupid when really it was not their fault for not being in school. They have a responsibility to their family. The school too was ignorant of the student home lives too that they simply wrote them off as being dumb too without diagnosing the problems to why they were not learning. Solutions I felt that Miss. Anderson handled the situation extremely well. I admire her for her bravery in sharing her disability with the class and I thought that it was beneficial of her to approach it as a learning opportunity. She was able to take the students disabilities, including her own and make them teachable moments such as when mark made a comment about taking differently than everyone else, Miss Anderson figured it was an opportune time to instruct Grammar. Another way I would have handled is to give them a novel that has characters in it with learning disabilities such as Of Mice and Men by John Steinbeck. I would also think to create a research project out of it so that students gain experience and practice researching and composing research papers. I would have assigned each student a different disability for them to research and then share the information they found with the class. The first idea I had of how to combat the problem was to bring in an individual who was severely mentally ill or take a field trip to a school or classroom for learning disabled students so that they can truly understand what the title of being a retard really means. INTASC Standards The INTASC standards involved in this story are: Standard # 3- the teacher understands the students needs for diversified learning Standard # 5- manages and motivates students to create a positive social and learning environment Standard # 7- the teacher plans and integrates based on the understanding of subject, students, community, and curricular goals

S. Sell Standard # 9- the teacher reflects on practice and seeks new opportunities to grow and learn.

S. Sell David- Nancy Gustafson Setting and Teacher David takes place in a rural Kentucky some years ago. Gustafson illustrates a portrait of the town for readers in her descriptions of the rolling hills and luscious fields and forests. Even Davids family accents give way to a large farming town where the occupants usually have minimal or no formal education. Mrs. Gustafson is depicted to be just as beautiful as the settings she describes. A transplanted northerner, Mrs. Gustafson is a caring and selfless teacher. She devotes much of her time and energy in teaching David how to read. She also is personable as she visits with David and his family and talks to David about the relationships he has with his parents and grandmother. She is a hopeful woman for her students, especially David as she fearfully witnesses the boys childhood escaping him by working so intently on the farm with his step father. Summary Gustafsons first encounter with David is when he proclaims to her the first morning of school that he will not wash her boards. She comes to find out that the teacher made him wash her boards all last year because she saw him too stupid to learn, flunking him, causing him to repeat the first grade, this time in Mrs. Gustafsons class. David is reluctant however to d other tasks for Mrs. Gustafson, but despite how helpful he was, he struggled in reading making his second year in first grade too similar to the last. Mrs. Gustafson deplored as many reading tactics that she could and during a conference with his mother, Davids mother simply told her that he wasnt smart enough and not willing to try. Mrs. Gustafson persisted though to teach David how to read but she saw what a difficult challenge learning would be overall when she visited his house to buy a kitten from he and his family and saw his frail little body working so fervently on the farm. Mrs. Gustafson talks with his mother about growing tobacco until David was finally released from his work and helped her to pick out a kitten. Mrs. Gustafson grieved for David at the fact that he would never get the chance at a proper childhood as he is subject to work all of his life simply due to the conditions that he was born into. However, she found a glint of hope when for grandparents day, David brought in his Maw Maw and she was how much he two adored one another. One night after school was cancelled due to a series of snow stores, she received a call in the evening that David had been injured in a tractor accident and that he may have to lose a leg. Enraged, at the fact that this misfortune would happen to David who already was oppressed by the work he was forced to do on the farm, Mrs. Gustafson still treated David as he was before although he was different now; The dim spark he had in his eyes had faded completely. David still did work for her on his crutches and one fateful spring afternoon, could not have come in on them fast enough proclaiming that he was going to live with his Maw Maw, never to do work on the farm again. Mrs. Gustafson was relieved by this fact but was dissatisfied that reading was still such a difficult task for David. Yet after moving in with his grandmother the task let up some along with new projects that were less daunting that he had to look forward to like planning a garden. 4

S. Sell David began to blossom and just before the last day of school, he entered Mrs. Gustafson classroom with a bucket of water and a rag to wash her boards.

Major Issues Beside the concrete issue of teaching David how to read, Mrs. Gustafson had to face greater issues with Davids home life. Considering David had to assist his step father in growing and harvesting the tobacco, he had little time to focus on and complete school work. All of his attention and time were averted to working on the farm. Also, his family dynamics were unfortunate since his father passed away when he was two years old and now has to live under the demands of his stepfather. He was deprived of a childhood, being forced to work at such a young age that it caused attention problems in school and study time constraints at home. Solutions Handling problems with a students school performance when the issue lies within the family can be a risky situation to address. I felt that Mrs. Gustafson did a satisfying job in maintaining a professional relationship with the students and his family. She demonstrated compassion to him but when she saw that his studies were not thriving in his home environment she did not suggest that he move in with his grandmother although she knew it would have been a more beneficial situation. She also persisted in teaching David how to read despite the fact that she knew of the conditions he lived in at home. She could have easily given us like the first year teacher but did not. The way I personally would have handled the situation was by conferencing with the mother and stepfather and expressing the importance of reading and provide them with the tools to help them practice reading with David at home. I would encourage them to read at night supplying them with books and tips on how to teach him how to read. I would also work on reading with him when he came in in the morning to make up for the hours he will not have to complete work at home. INTASC Standards The INTASC practiced in David are: Standard # 4- Designs instructional Strategies. Mrs. Gustafson exercised many methods to teach David how to read Standard #5- Manages and Motivates. Mrs. Gustafson worked diligently with David to teach him how to read and her close personal connection with him assisted in that. Standard # 6- Communicates. Mrs. Gustafson spoke with Davids mother many times and even outreached to his grandmother to discuss ways to help David.

S. Sell The Best You Can Be- Kayla McClurg Setting and Teacher Miss. McClurg is a 21 year old, five foot two, eighth grade teacher at a school in the northeast corner of Iowa. It is winter and her first year teaching when Leo is assigned to her class. Leo is disruptive, obscene, and overall unruly but after discovering that he resides in a shack on the bank of Mississippi with a violent drunken father, his hostility finally makes sense. The winters are cold but spring comes swiftly along with Leos new attitude thanks to his classmates and Miss. McClurg. Summary Miss. McClurg enters her classroom one morning to find Leo picking up his desk and despite her small frame and inexperience, she gets him to put it down. Leo is in his third year of eighth grade and completely out of control. He frequently uses the f word, will throw objects at other students, and spit on the ceiling and floors. When Miss. McClurg seeks the counselor on advice in managing this student and they suggest she give him a task so that he feels important. Unfortunately, when she assigns him the job of passing out dictionaries, he hurls them across the room to his peers. Despite his negative behavior and the bitter cold winters of Iowa, he thoroughly enjoys school participating actively but inappropriately in extracurricular functions and playing outrageous pranks. One day Leo is absent and the students rejoice which catches Miss. McClurgs attention. She inquires about Leo to the other students and they inform her that they hate him and more so, that he lives in a shack on the bank of Mississippi with his drunken abusive father. Everything is so learn now, so Miss. McClurg devises a plan with the class. When Leo is bad, they are to ignore him but when he is good; they should all offer him their praises. The class agrees and the next day when Leo enters pushing a students stack on books on the floor as her enters, they all ignore it. Later, When Miss. McClurg instructs the students to slip up into groups to answer their stories comprehensions question, the students gather around Leo, asking him to join their group. In doing this they were teaching Leo how to act cooperatively, embrace a new vocabulary, and social graces overall. This continued and at the duration of the year the class held an award ceremony and when it came time for Leos award of the Best You Can Be award the class gave a standing ovation. Miss. McClurg does not know where young Leo resides now or what he is pursuing but her encounter with Leo her first year has empowered her to change her students lives forever.

Major Issues Miss. McClurg encountered some extreme difficulties mainly with her student Leo. Leo was a victim of abuse due to alcoholism by his father and was also subject to poverty and oppression. Leos misbehavior was a reflection of the actions that he learned from home by his drunken father. Besides his endangerment at home, his behavior in the classroom was an all over major issue. The actions he observed at home were what 6

S. Sell mimicked at school including the throwing of objects at other students, spitting, and constantly using the f word. Other students may in turn have started duplicating his behavior or worse another student could have gotten injured by his reckless actions. Leo was clearly a disturbed young man who had never experienced kindness and friendship and thankfully the students unity in befriending Leo was successful, but not first without uncover his major issues at home that explained his misbehavior in school. Solutions Miss. McClurg handled situations with Leo I felt as best as she could at the time. It was unfortunate that it took until winter and for Leo to be absent for her to understand the reason for his behavior and concoct a solution with the classs reluctant assistance. I thought that her solution was appropriate and luckily successful. Leo simply just needed to experience real friendship and be accepted by his peers. I may have implored this strategy or I would have befriended him. I would have offered to buy and bring him into my classroom so that we could talk. I would have attended any extracurricular activities he was involved in and made it a point to show him that I truly cared. I could also assign him to a buddy, perhaps another disruptive child in the class so that perhaps they could relate, and hopefully correct one anothers ways or the opposite, and assign him to my best student who would then teach him about manners and proper social conduct. Another solution I would exercise would be to teach and integrate character education into the curriculum. I would assign books that dealt with overcoming challenges and novels where the main character is a social outcast. I would focus on one character a month and have my students exemplify this character through sketches, art, music, media, etc. and perform their creation s for their fellow peers. INTASC Standards The INTASC standards involved in The Best You Can Be are: Standard # 5- Manages and motivate. Miss. McGlurg motivates the class to befriend Leo and they in turn manage Leos behavior and motivate him to be the best he could be. Standard # 6- Communicates. Had Miss. McClurg not communicated with the class and asked why they so disliked Leo, then she would not have understood the reason for his troubled behavior. Standard #8- Evaluates. Miss. McGlurgs awards at the end of the year are a form of informal evaluation.

S. Sell Order in the Classroom- Andrew Dean Mullen Setting and Teacher Mr. Mullen is for the lack of better terms, a control freak. After he was taken advantage of by his fifth grade students when student teaching, he entered his first year at a Colorado Elementary school in a fourth grade classroom tough as nails. With the advice from his student teaching supervisor constantly in his head to show them whose boss, Mr. Mullen takes full control of his classroom and students. But Mr. Mullen quickly burns out by all of the work that he has assigned to himself and finds not enough houses during the week to do it so he begins giving up his weekends and grows extremely unhappy. Mr. Mullen does eventually transform himself and his attitude with teaching but not without the advice from a fellow teacher and the help of his students. He learns a valuable lesson in trusting students with responsibilities and relaxing, letting go of some control so that all may enjoy his class. Summary After a horrible student teaching experience and militant advice from his supervisor, Mr. Mullen enters his first year of teaching with a strict and controlling mind set. He explains the rules and procedures to the students the first second of the day, and later is surprised that they actually follow them. The exemploratory behavior of his students however, do not lighten Mr. Mullen authoritative standpoint. He constructs all the bulletin boards, conducts the lab experiments, creates home mad games, puts together the class scrapbook, organizes the books and much more, along with the standard grading papers, writing lesson plans, and teaching. Mr. Mullen slowly becomes overwhelmed with all the tasks he has appointed to himself and begins coming on the weekends to work on such project. Mr. Mullen was burning himself out and became frustrated when the students didnt seem appreciative of all his hard work. So one day, Mr. Mullen meets with a veteran teacher who supplies him with the valuable advice to give the students some responsibility. Greg, the fellow teacher, informed Mr. Mullen that if the students choose to cooperate then they will come to appreciate and embrace the responsibility and freedom. It took some time but before long, Mr. Mullen assigned each student in the class a job that highlighted their strengths. The students proved to be highly successful in their positions and in turn, Mr. Mullen was again too. In the end, the classroom became a happier place for everyone when they felt that responsibility and need to contribute something to it. Mr. Mullen received the greatest lesson of all which was to trust your students, dont control them nor everything else, to relax and simply enjoy the wonders of teaching. Major Issues The major issue in Mr. Mullens class was really within Mr. Mullen. His lack of trust in his students responsibility really stunted the positive atmosphere of his classroom. He took on too many tasks that he quickly became burnt out which could have been detrimental. The students performance could have slowly declined due to his lack of focus on 8

S. Sell teaching causing his job to be in jeopardy as well. Just because Mr. Mullen needed to be strict and have firm control over his the class he was assigned to when student teaching, did not mean that these were the same students. One bad experience teaching almost ruined his classroom and himself for future years in education. Mr. Mullens yearning for control and dictatorship in his classroom were the major issues that luckily were ironed out. Solutions I thought that it was wise and the best decision to seek a veteran teachers advice on the matter. Mr. Mullen was accurate in his self evaluation in seeing that he was burning out and was right to seek a more experienced teacher. What Greg had prescribed I absolutely agree with, to give your students some of the responsibility rather than putting all chores upon yourself. Mr. Mullen was teaching a fourth grade class, the student should handle little jobs around the classroom; in fact they yearned for them. More so, assigning students jobs that Mr. Mullen knew they would be successful at was beneficial to the students and Mr. Mullen as it put his mind at ease. I probably would have too shared the responsibility or arranging and working on my classroom. After all, it is just as much my room as it is my students. I may have rotated positions too so as to give every child a fair chance at a job or may have made a lesson out of it about professions and tie in the character education of responsibility. I would have taken one step further and made it a learning opportunity for my students and really emphasized how greatly I appreciated their assistance and how it made our classroom a better community. INTASC standards The INTASC standards involved in Order in the Classroom are: Standard #4- Designs Instructional Strategies. Mr. Mullen goes above and beyond his role as a teacher creating flawless lesson plans, constructing games from scratch, practicing experiments for the next days science class, and more. Standard # 7- Plans and Integrates. Mr. Mullen plans his lessons thoroughly and so thoughtfully that he becomes distressed when the students seem not to appreciate them. Standard #9- Reflects on practice. Mr. Mullens diagnosis of a burn out after his first few months of teaching was an indicator that he was reflecting on his practice. Standard # 10- Participates in the Professional Community. When Mr. Mullen Seeks Greg, a veteran teacher with his burn out problem, he is participating in the professional community.

S. Sell Death in the Classroom- Judy A. Luster Setting and Teacher Ms. Luster is the teacher of a Contemporary World Drama class at a high school in Connecticut. Her class has had many experiences with death causing her to hesitate the assignment of a book that discusses it heavily. In the end it brings the class closer to one another as they shed tears for the loved ones they have loss, causing one student to rename the class The class where people cried. Summary Three weeks into the semester, Ms. Luster long to assign her class to read Maurice Maeterlinks play Interior. She hesitates however as the play deals heavily with death and she considers the effect it will have on a student, Bitsy, whos twin sister dies only a few months earlier in a car accident. She decides to assign the play anyway about a young girl who dies in the end and receives mixed messages from the class which concerns her. However, the one student who she felt would be most upset with the play; Bitsy actually enjoys it and explains to Ms. Luster the parts that she favored. Ms. Luster goes on to discuss her favorite parts in the same class period where she begins to share her emotion about the play by becoming teary eyed. Later that week she assigns the class a test where they are to choose to answer questions about the play or write an essay defining death. Almost all the students chose the latter and Ms. Luster was stunned at how she was contemplating not assigning the book due to one students experience with death to find that nearly all her students had experienced the hardship of losing a loved one too. She was so moved by their writing she had them share their stories aloud with the class. It brought the class together especially a few months later after one of their classmates mother passed away after battling cancer for some years. The lesson Ms. Luster received from the occurrence was to never limit a work of literature due to the circumstances that may have occurred between students. Interior opened doors for students to reach out to one another and gave the students the chance to properly grieve. Major Issues The major issue in this case would be Ms. Luster conflict in deciding whether or not to assign the class to read Interior. The internal struggle of being respectful to the students assumed feeling and views about death versus her personal enjoyment and the mastery that is Interior was Ms. Lusters major concern. After assigning the play however, the major issue turned to the students reactions. She wanted then to like the play just as much as she did but when two boys disapproved of it; she began to worry about her student Bitsy and her reaction. Overall, the play was a total success and Ms. Lusters concern over the play being inappropriate for one student at that particular time did prove to be a problem initially.

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S. Sell Solutions I commend Ms. Luster for assigning the Interior despite one students late occurrence with death. As the readers saw, it was not only this one student who faced the lost of a loved one or thought about death. Ms. Luster made the assumption that only one student would have a problem with it when really none of them did. I thought the lesson she learned was valuable in that you cannot limit yourself to works based on the classs experiences. More so, she used the play and students reactions and connections to it as learning opportunities. The option of the essay was a beneficial solution too to dealing with such a heavy issue in such a class. I may have only assigned the essay and not examined them on their comprehension of the play itself or offered more essay questions where students could recount their experiences with death. Another solution I may have practiced too was holding a vigil for those who have passed away with my class to demonstrate respect for those who have died. Handling situations where death is involved can be rather difficult but I feel as though if you use it as a learning tool and not limit yourself as Ms. Luster did, then it can be a positive experience after all. INTASC Standards: The INTASC standards involved in Death in the Classroom are: Standard # 1- Understands Content. Ms. Luster understood Interiors content, and therefore hesitated in assigning it to the class to read. Standard #6- Communicates. Ms. Luster holds lengthy discussions with her students after finishing the play to discuss plot, characters, and even emotions and personal encounters with death. Standard # 8- Evaluates. The test Ms. Luster gives that all the students choose to write about their experiences with death causing Ms. Luster to see that there was more than one person that she felt uncomfortable assigning the book to. Standard #9- Reflects on Practice. Ms. Luster vows never again to question a book due to any classroom circumstances.

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S. Sell Sonny- Julie Olin Schulz Setting and Teacher Sonny Opens at a Monday morning assembly in the cafeteria of an elementary school in Southern California where Ms. Schulz was a first year teacher. Ms. Schulz is a Minnesota Norwegian teaching in a predominantly Spanish speaking school due its close proximities to the Mexican border and the Jobs pick grape fruits and dates in the Coachella Valley nearby. Many of the families of these workers lived in impoverished conditions that Ms. Schulz came to know of during house visits. Her innocence and naivety of the world from her sheltered life in Minnesota caused her shock when she saw where her students resided. The lack of Spanish speaking skills and unfamiliarity with reading programs were challenges presented to Ms. Schulz as well her first year. But despite her impoverished students and the lack of her language skills, she completed the year successfully with the help of a little boy named Sonny. Summary Sonny was delivered to Ms. Schulzs class the morning of the Assembly by Orchid, the community Aide. With the addition or sonny to her class, Ms. Schulz now had 33 children in her class and no aide. She accepted Sonny despite the little room and lack of resources and attention but would realize later that she had to devote more time and attention to him than any of the others. Upon leaving the assembly, She realized her limped really badly, wore a metal brace on his leg and had scars on his arms and when they returned to the classroom, she first him spoke saying Hi baby doll! How ya Doin!. Caught off guard by his greeting and handicaps Ms. Schulz later that day went to investigate more about the child from Orchid. While the children were at recess, Ms. Schulz met with the school psychologist who informed her that Sonny was hit by a car when he was five years old while playing ball with his brothers. The accident left him almost unable to walk but after four months in the hospital and a persisting cheerful attitude, he learned to walk with the leg brace. His racy comments were widely received and amusing to the patients at the hospital and they continued when he left in July and for the next five months in therapy. When reassessed, he was encouraged to be put in a regular first grade class, Ms. Schulzs class and integrated in as smoothly as possible. Many of her students were hardly reading or had great difficulty reading, but no more than Sonny. She tried every method possible but in the end, as much as she tried to blame is lack of learning of him injury, she still felt like a failure. Sonny still remained positive as he was accepted by his peers and was excited about other elements of the classroom. In the spring the class began their preparations to read books out loud to the Kindergarteners. Sonny, still not knowing how to read was given a picture book by Ms. Schulz and together they wrote a story and put it inside the book. Sonny was greatly enthused and practiced diligently for the big day. When the reading day finally arrived, Ms. Schulzs class traveled over to Kindergarten where Sonny read his book to his little buddy. He had really memorized it making the words they had typed up pointless but his exclamation that he could read was something so valuable. Ms. Schulz forgave herself in the end for not being able to teach Sonny how to read for she had instilled in 12

S. Sell him something else, appreciation and interest in reading. She parts with advice to new teacher to not focus on what you did wrong, but be proud of what you did right and that inspiring students is greater than anything they will learn. Major Issues There were several significant issues in Ms. Schulzs case primarily with Sonny. One of the issues was modifying activities and curriculum to Sonnys Handicaps. He had trouble sitting to participate in morning meeting and is clearly unable to move around the room smoothly with his Shocking limp. Another Major issue Mrs. Schulz encountered with Sonny was his inability to read . She implored numerous different strategies to teach him how to read and write too from drilling him with flash cards and working with an audio tape to reading the readiness book all the other students were successful with, he still could not comprehend the connection between spoken language to written language. The accident had caused some brain damage which Ms. Schulz identified as one of the reasons he was having so much difficulty reading. Therefore his accident overall created greater issues in the classroom from physical limitations to cognitive struggles. Solutions While Sonnys inability to read was not totally resolved, it was for the most part during their reading day to the kindergarteners. Overall, Ms. Schulz viewed the solution to by simply to inspire and interest Sonny in reading so that perhaps with time he could be more receptive to learning how to read. Her largest concern was that he would become frustrates and give up but as her grew more confident and prideful in the telling of his story to his little buddy, Ms. Schulz had hope that one day he would master reading. If I were in this situation, I would refer him to a reading specialist or special education teacher that may be strong in instructing reading. Thirty- three students is a lot to teach how to read and Sonny was clearly a case that needed extra attention so I would have strived to find a resource that would provide him individualized attention. Another strategy I would have exercised would be assigning him to a good reading in the class to help him, or reach out to the parents and supply them with the tools to help their child learn how to read. INTASC Standards The INTASC standards in Sonny are: Standard # 1- Understand Content. Ms. Schulz understood a variety of teaching reading strategies that she tried to enforce upon Sonny. Standard #3- Understands Difference. Ms. Schulz sees Sonny struggle to sit down in their morning meeting when he arrives making her realize that she will have to make new accommodations in the classroom for the handicapped child. Standard # 5- Manages and motivates. Ms. Schulz accomplishment in establishing a love and interest in reading to Sonny reflects motivation.

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S. Sell Standard # 6- Communicates. Ms. Schulz makes a house visit to Sonnys house where she sits and talks with his mother ad she did another night at parent teacher conferences. Standard #100 Participates in professional learning community. Ms. Schulz fosters a relationship with Sonnys mother and MawMaw and reaches out to them when she feels necessary.

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S. Sell The Ultimate Challenge- Polly Rimer Duke Setting and Teacher Mrs. Duke is a French High School teacher at a Boarding school in Massachusetts. She and her husband inherited the dorm from an Afro- American couple who ran it for five years and attracted several minority girls. This arose as a problem the first year Mr. and Mrs. Duke took over when four affluent white southerners moved in in addition to themselves being white in a sea of colored faces. Summary The Ultimate challenge begins with a humorous story or how a late night visit from some of Mrs. Dukes residents causes her tardiness to the French exam that she proctors in her pajamas. The larger and more eminent story however is that which comes months before this event when her new residents begin moving in. four white southerners from affluent families along with minority students mix among the hallways of Mrs. Dukes and her Husbands newly inherited dormitory. By the end of orientation week, racial separations and racism were beginning to form. Alarmed by this, Mrs. Duke called an emergency meeting with the girls to address the racial symbols that were being drawn on sign in sheets and items such as the confederate flag being hung in several rooms. One girl attempts to explain to Polly that the flag is really only an expression of southern pride and while Mrs. Dukes argument is weak, Another student , Wanda, An African American student explains to the other student how is it oppressing and her feeling of being a second class citizen when she sees it. After further rebuttal from Wanda and a lengthy discussion between all the girls, the ended the meeting tired but agreeing that they were equals, that skin color no long mattered. Their meeting on prejudice paved the way for a successful year together and the others that followed. And Mrs. Duke learned personally from the earlier incident to arrive at test early, checking your lower garments before you leave the room. Major Issues Aside from Mrs. Dukes personal dilemma of arriving unprofessionally dressed in her pajama bottoms to her test proctoring, the major issue in this story was that of Racism and prejudice. The girls from the south clearly thought it was acceptable to hang something like the confederate flag in their rooms but an object such as that caused pain among the many residents that were African American. Several voiced opinions and feelings of how such material generated decades ago still stirred up feelings of resentment and hate. The African American girls demanded more consideration and respect after the years of torment their ancestors received from the white Americans when they first came to this country and after more lengthy discussion and arguments, the girls did all rise above the past from 300 years ago to three days ago and left as equals.

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S. Sell Solutions I thought that Mrs. Dukes gathering and meeting with the girls to have a discussion about racism and prejudice was a beneficial solution. Everyone approaches prejudice differently and has varied views and opinions on the matter. As unfortunate of a topic that had to be addressed, it was a learning experience for all the girls and effective as the group was homogeneously mixed with white and blacks. Each group was able to share their feelings in an approachable manner by asking questions such as what if you felt this way by me. I probably would have conducted a discussion as well but perhaps with more structure such as a lesson before about racial symbols or the civil war. I may also have done an activity where student write about and then share an experience that they had with racism and prejudice before that meeting. The best way to learn is always from one another. INTASC standards: The INTASC standards involved in this case are: Standard # 1- Understands content. Mrs. Duke is French and instructs French at the Bording School so therefore knows a great deal on the subject. Standard #5- Manages and Motivates. Mrs. Duke manages the girl by coming to her meeting to discuss racism with them and motivates them to speak and voice their opinions at it. Standard # 6- Communicates. Mrs. Duke communicates to the girls the negativity of racist symbols at their floor meeting.

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S. Sell Welcome to the Sixth Grade- Brad Wilcox Setting and Teacher Mr. Wilcox is an enthusiastic first year teacher dedicated to his profession. Since he was in the 6th grade he wanted to be a 6th grade teacher but now that he is in the classroom he is facing some challenges with his fellow middle school Colleagues. He establishes and operates his classroom different from the others and gets personal with the students eating lunch with them, playing with them at recess, and reading with his students in the library. The other teachers and even his principle disapprove of his energy and activeness with his class making the school hes in seem routine and cold. Summary Mr. Wilcox was so excited to begin his teaching career until a veteran teachers criticized everything from his gender and classroom set up to the interactions with his students. His colleagues were not reluctant to get to know him of friendly in the least. Mr. Wilcox was preparing for his students to be the most challenging part of his teaching career when in fact it was his colleagues. Mr. Wilcox persisted however, putting the students first and doing what he was comfortable with in his classroom and teaching methods. His class flourished and wished to share their successful work with the rest of the school but when his display caused jealousy among the teachers, problems surfaced again between him and his fellow teachers. Even the principal had a conference with him requesting that he be less enthusiastic. Despite the advice from his principal and difficulties gaining his colleagues respect, he abides by the golden rule complementing his co workers on their classrooms, classes, management techniques, and more. He continued to do his job and well and with time the golden rule he enacts upon begins to lighten up the hearts of his coworkers. His story comes to a close when he goes in search of one of the teachers he has complimented to learn that she is outside playing with her students at recess. Major Issues Mr. Wilcoxs major issue was not his students but rather his colleagues. Their negative and controlling criticism about his classroom management, classroom structure, and activities he engages in with his students makes him wonder what he must do to gain their respect. Even before his students arrive, his co workers are not eager to meet him nor assist him in his first year in education. One teacher is bias that he landed the job because he was male, another greeted him after a meeting to ask for his union member ship dues. His principal even asked him in a private meeting to keep the peace. Mr. Wilcox was only doing his job in being the best educator he could but in turn created a controversy with the other teachers.

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S. Sell Solutions I was impressed by Mr. Wilcoxs solution to the problem in applying the Golden Rule. In giving compliments out to the other teachers on their bulletin boards, classes behavior, and worksheets they created, he gained their respect and fostered mutual relationships with many of them. The teachers no longer resented him for overachieving but mimicked his behavior in the end after realizing that his teaching principles and ideas werent so bad after all. I may have retreated to other novice teacher if there were any in the building or district or professors and advisors from the university to ask their advice on the matter. I also would have asked my co workers for guidance on constructing bulletin boards or classroom set up just to make them feel significant in my classroom and teaching career. INTASC standards The INTASC standards involved in this case are: Standard # 4- designs instructional strategies. Mr. Wilcox has his own firm beliefs in educating and he practices them In the way he structures his classroom, interacts with his students and his overall dedication and care for the teaching profession. Standard #5- Manages and Motivates. Mr. Wilcox motivates his colleagues to be better teachers by learning through example. Standard # 10- Participates in Professional Community- From applying the Golden Rule to his co-workers to playing ball with his students, Mr. Wilcox reaches outside of his classroom to learn.

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S. Sell You Cant- David Gould Setting and Teacher Mr. Gould is a first year English teacher at his alma mater High school in New Jersey. The school has a large Spanish population which causes many veteran teachers to advise Mr. Gould to know conversational Spanish. Mr. Gould is too preoccupied however to become bilingual as he is becomes the adult facilitator for a Peer leadership group after his students invite him, encouraging him to not always been their teacher, but also their friend. Summary Mr. Gould received two great article of advice before his first year teaching, one by his grandmother, the other by his department chair. His grandmother told him that he couldnt be the students friend and their teacher. Mr. McNabb, the chair advised him not to take anything personally. With these two offerings at hand, Mr. Gould found himself struggling between the two maximums until one day when he had to practice his own beliefs. In his seventh period English class and from that group in his peer leadership group, a fifteen year old girl, Marita caught his attention by the many diverse personalities she personified, similar to Mr. Gould as their teacher in the classroom but their friend at Peer leadership. In the classroom, Marita was chatty and giggly and frequently gossiped with her best friend Ramona failing to complete her work. Meanwhile on Thursday night at Peer leadership she was professional, calm, and confident in front of everyone. It was on a particular day that something seemed to be bothering her that both she and Mr. Gould had to take off their usual class personas and adapt the friend and leader they were n Thursdays. Marita came to Mr. Gould a Friday after class after trying the whole period to reach out to her best friend Ramona who was isolating herself from the rest of the class and crying silently. Marita approached Mr. Gould with a note Ramona wrote that had suggested a suicide attempt. Fearful of her friend being mad at her but more so for the possible harmful attempts she was about to make, Marita agrees after Mr. Goulds prompts her to inform a more authoritive figure. Marita sought the help of the schools student assistance counselor who then involved the vice principal and Ramonas guidance councilor, Ramonas parents and Ramona herself. Mr. Gould reflects on the major swings in education, how a student can adore you one day and detest you the next along with a person encounter with suicide when he was younger. He remembers this as her drives Marita to her daycare job and once there she lets him know that she considers him a friend as well as a teacher. On his drive back to school Mr. Gould is prideful that he defied his grandmothers advice but more so that he helped to have a young womans life that day as Ramona left the school passing him, saying thanks Major Issues The Major issue in Mr. Goulds case was the battle between maintain a professional relationship with students as their teacher but also a friendly one outside of the 19

S. Sell classroom. Mr. Gould strived to be both although he was discouraged otherwise, hence the title of his tale you cant. He was told you cant in his educational career and witnessed the reciprocation of the word on students. Mr. Gould also faced the issue of a suicide attempt of one of his students. However, denying the you cants by colleagues, family, and the community, saved the young girls life. Solutions The solution in overcoming I cant and the struggles in being both the teachers friend and teacher was simply to be friendly and personable outside of the classroom in a structured setting such as a club or perhaps a sport team. When teaching however, Mr. Gould remained very professional and did not let his desires to be both teacher and friend in the way of instructing his students. The relationship he did form in Peer leadership was beneficial in solving his other dilemma, due to his openness and friendliness at Peer Leadership, Marita felt that she could trust him enough to come to him whether best friend was contemplating suicide. Mr. Gould handled the situation by referring her to the proper authorities on the matter. I probably would have done the same in Mr. Goulds situation only because I am not or will not be trained in crisis management. I would over sea and be an active participant in the case, but I would have, like him, passed the issue on to the proper authorities who are trained to handle these situations. I also would have like him, cared for Marita as she was distraught by the whole occurrence. While I may not have driven her in my car to work out of legality issues, I may have called her out of work that afternoon and rather discussed with her her thoughts and feelings on the matter and do something to reassure her that she did the right thing and attempt to cheer her up with a game or other fun activity. INTASC Standards The INTASC standards involved in you cant are: Standard # 5- Manages and Motivates. Mr. Gould is encouraging of his students to treat him as a friend as much as they treat him as a teacher. Standard # 6- Communicates. Mr. Gould hold discussion with his students inside of class and outside, for instance at peer leadership meetings and to solve Ramonas dilemma. Standard #9- Reflects on Practice. In the end of Mr. Goulds tale, He prides himself of transcending his Grandmothers words of caution to him about being either the students friend or teacher stated earlier in his story.

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S. Sell Graduation- Ron Wolfson Setting and Teacher Teaching in the Bronx, Mr. Wolfsons first year teaching was in a ninth- grade class of special students. They were primarily classified as slow learners but many also suffered with behavioral disorders and attentions problems. Mr. Wolfson struggles to manage the class due to his lack of experience and inundated resources, yet still is able to find the beauty in teaching these children and the value in the best education he can give them. By the end of the year, the setting will turn from the rowdy classroom to a joyous graduation ceremony where the students will come together and embrace their successes. Summary Mr. Wolfson enters his classroom in the normal disarray of stacked desks, bathroom pass pleas, and one student lifting a smaller child upside down. This activity was typically in his Class of special students. Attendance was never consistent, tardiness was frequent, and cheating became a sport. The class had totally destroyed the classroom pulling blinds off the walls which caused massive heat waves when the sun shone in in the winter time. The very matter that these students were placed all together, for every period of the day, every day, proved that there was a flaw and injustice in the education system. Mr. Wolfson has to deal with this however, because he is assigned the class, he a new teacher with outdated resources and no experience. As horrible and unruly as the class is, he comes to enjoy it when he sees the students for what they really are. He recognizes one afternoon how vulnerable they are and how greatly they crape approval and attention. Teaching to that class still proves extremely difficult no matter how needy the student may be. But the thought of graduation diminishes the pain of the years as the students celebrate a monumental moment in their lives with friends and family, singing songs and exchanging hugs. Still, graduation is only a ceremony really, hence, Mr. Wolfson questions what did those children or any for that matter, really receive from the adequate education delivered from that corrupt school. At another ceremony Mr. Wolfson attends , he seems to have more hope for theses students, those in a school he student taught in. Perhaps it was the successful determined speakers or real interaction with the graduates. Either way, he realizes that despite the positives and negatives that occur collectively and daily in the teaching realm, being an educator is still worth it all. Major Issues The major issues were definitely the lack of management in the classroom and Mr. Wolfsons lack of confidence and hope in his special students. The class is so poorly behaved, Mr. Wolfson seems to have almost given up in his first year as he constantly criticizes the abilities of his students. The classroom situation if harmful to the students themselves and to one another and the classs lack of cooperation means the possibilities of not graduating or dropping out. This is where Mr. Wolfson must step up 21

S. Sell and account for his students while inspiring them to move on from that place and graduate.

Solutions Mr., Wolfson never reveals how he solves his classroom management problems, not never gains hope for his special students in succeeding, Therefore, I would have handled each situation as so. To manage the class, I would begin by defining structure, establishing rules with the class, and being a warm demander of students. I would be sure students understood the code of conduct I expected in my room and made all policies and procedures very clear. To instill my students with hope, we would to exercises on goals and dreams. We would write letters to the people we aspired to be. Everyone would write a graduation speech. I would take interest in my students and their activities to show that I care and always be accessible when they needed me by staying late and coming in early. It is really not hard to instill hope in a young person much less yourself Mr. Wolfson. INTASC Standards The INTASC standards involved in this care are: Standard # 9- Reflects on Practice. Mr. Wolfson contributes many philosophical passages to his story many that he draws upon from that first difficult year teaching. Standard # 10- Participates in Professional Community. Mr. Wolfson attendance at graduation is an indicator of his participation in the community.

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