Teaching+Cases

Case 1 Reflection: I would make a point to be supportive of //both// students but also tell them that they would each have to put in a lot of effort in order to complete the course. Something like Wikispaces or a blog (like [|this one]) would be very useful in providing a place accessible to both students that would let them know what was going on in the classroom in regards to assignments and assessments. I might offer extra credit to try and get some students from my class to be willing to tutor the two students. Also, I could video all or part of what was going on in class and post that so the students could hear lectures, see demonstrations, etc...While they could both probably complete some of the same assignments and assessments as the rest of the class, I would probably have to design some project for them to do to make up for the parts they were unable to do. The key to dealing with this situation would be flexibility in the ways of holding the two students accountable for doing as much work as the rest of their class.

Case 2 Reflection: I think that getting to know Andrew would be helpful and might make him feel more comfortable about being in class. Also it would be very useful to learn about Schizophrenia and Andrew's specific case. I  don't know what level he was at cognitively, but he could probably read the book and complete some assignments and assessments at home (he could get the assignments and take assessments online if necessary, on a blog or wikispace, etc.). The labs and other interactive assignments and assessments would be a different story. Virtual labs on line might be one option to try, but again, I'm not really sure what Andrew was capable of doing in his medicated state or on a "good day." His inconsistent attendance to class could be disruptive, so it might be beneficial to give the class a heads up about it. I would try to get him to participate as much as possible, but not force anything. The whole listening to loud music thing concerns me in regards to how it would affect the learning environment and potentially distract the other students. I think that I would ask that if he needed to listen to loud music, that he leave the classroom (and go to the counselor's office or some other pre-determined "safe" place). Even though I would be glad he made it to class, he probably wouldn't be doing much learning if he was listening to loud music, and so the potential negative impact that would have on the rest of the class would outweigh my desire to have him in the classroom. Of course, if it doesn't seem to be bothering the other students, then it would be just fine.

Case 3 Reflection: Teaching non-English speakers is always a challenge. One thing I notice from the case description is that her parents speak English (to convey that they expect her to do well) but she apparently doesn’t, and this strikes me as odd (usually it’s the younger generation who learns the new language). I think that if she was planning to stay for any extended period in the U.S. she would quickly learn English (to interact with her peers socially) and in order to be the least bit independent of her parents (which all young adults are striving to be). That aside, getting Dianna to be successful in your classroom in the meantime is important. I would see if she had any connection with her old school to possibly get chemistry texts or resources from them. Also, what ideas did her parents have for how she would be successful? What sort of resource can they be at home? Can they help her understand the text and/or homework assignments? I think that a lot of modeling and visual explanations and instructions would help her to be successful. Also, I would scour the internet for Portuguese sites and videos etc. Lastly, I think Dianna would benefit from putting her chemistry work in the context of her home country whenever possible such as in case studies, homework assignments, labs, and other class work. The rest of the class could also benefit from this opportunity to learn about another country and culture.

Case 4 Reflection: Well, I've never taken physics (sadly, I've wanted to ever since I took Calculus) so I don't really know what kind of equipment is required for physics labs. In other words, I don't know how hard it would be to find an/or use other common items as substitutes. If I was in this situation I would find out if there was any near by schools or laboratories or something that might have equipment he could use. I would look online to see if there was some company who would rent equipment out or sell kits or something. If any money was involved I would tell Gabriel and the mentor that it should be the school's responsibility to pay because they signed off when they really didn't have all the equipment. Since it seems like you had the power as the teacher of the online course, you could decide to allow Gabriel to do modified or completely different labs that he did have equipment for so he could pass the class. I think I would try to assess if Gabriel and the mentor knew they didn't have the necessary equipment when they signed up, or, if they really thought they had everything they needed and are now terribly disappointed about the possibility of not being able to complete the class. The results of that assessment would dictate how helpful and accommodating I would be.

Case 5: One day, while in my master teacher's geometry class, the lecture was over, and students had been instructed to begin the homework assignment. Students get "participation points" every day for staying on task and working when they're supposed to. I was wandering around helping students who needed it, and trying to make sure everyone was starting the homework. One student, who I had noticed was often belligerent, was obviously doing homework for another class. I approached him and asked him if he wanted help getting started on the assignment. He replied that it didn't matter, he didn't need to do it because he was dropping out to go the the alternative school soon. I had no idea if this was true, and my master teacher, upon overhearing our conversation was also surprised to hear this news. How should I respond?

Reflection: At this point, it's a little late for intervention. I encouraged him to try the assignment anyway told him I was sure he was capable of completing it. I think for this student, the alternative school might be a better fit than a traditional high school, but if he was working on making the switch, the teacher should be in on that decision, and working with the student. I think this student didn't feel like he could be successful in this classroom and had long ago given up (he was failing the class). He was clearly an intelligent person, and I think more measures could have been taken to engage his particular interests, or just to make a connection with him so he felt like the classroom was a supportive environment. Flexibility and support should have been demonstrated to him, so he didn't feel so confined by the class and push back by not working and being belligerent. I haven't seen him since this incident, so I hope he is at the alternative school and enjoying much success in his education.