Teaching+Cases

//1. Jaques and Alex//
//Narrative:// Jacques was a senior in my 4th period chemistry course. He kept up with his work and was doing a pretty good job in class. On the weekend that fell 2 months before graduation, Jacques had the misfortune of getting into a fight and ended up being beaten so badly that he was hospitalized for 3 weeks time. He was in critical condition and was placed on a respirator. Needless to say, the least of Jacques worries was chemistry. As it turns out, one of the students who beat Jacques was a student named Alex in my period 4 Chemistry class. The same class! When Jacques returned to school to meet with me and to get "missing work", charges were filed against Alex and as a result, a restraining order was placed on Alex. I was ordered by our building police officer not to allow Alex in the chemistry room for the rest of the year. And, I was ordered by Jacques doctor to allow him to miss the remainder of the year because he would be undergoing reconstructive maxilofacial surgery. Both of these students have the right to receive an education even though they can not physically be in my chemistry classroom. That means they are held to the same standards, yet the conditions for their learning are much different than "typical".

//Question:// How would you deal with this situation? What technologies, methods and strategies could you employ to address this situation? **    Response: I could make a wikispace or e-mail the students the assignments for the week and give them an outline of key concepts to learn. I could also videotape my class and send them the video or upload it on the internet for them to watch so they can learn both visually and auditorially. I remember when I was in high school one of our classmates was out of school for jaw surgery and we taped our chemistry class for her so she didn't fall behind, but also so she felt included. It is important for the students not only to catch up on their studies, but it is important for them to feel included and missed by their fellow classmates. I would urge the friends of both Alex and Jacques to go visit them and explain what is going on in class and help them with any of the assignments if necessary. And I would be in contact with both of their parents and notify them of how their children can complete the school year. **

//2. Andrew//
//Narrative:// On the first day of my 6th period chemistry class one of our school counselors //Bruce// entered my class with //Andrew// (student) his advocate //Jeff// and his mom //Sally//. I said //"hello"// to Andrew and noticed right away glazed-over eyes. Andrew couldn't hear me. He was listening to music from his ipod. Bruce began explaining //"Andrew has Schizophrenia and is taking psychosomatic "meds" for treatment.//" His mom chimed in //"As you might have noticed, he is under medication as we speak".// I held out my hand to Andrew and said //"welcome to chemistry"//. Andrew kind of smiled and looked down. Bruce then spoke //"Here is Andrew's IEP (individualized educaion plan)." "There will need to be major modifications made so that Andrew can be successful."// Sally said "Andrew might miss you class for weeks or months at a time. It all depends on his meds." //"One thing that helps him cope is his music.//" Bruce and Sally left the room and Jeff commented //"I'll come by after school to discuss further".// Andrew went over to a desk in the back of the room, sat down, looked blankly at the front of the room. He turned his music up - I could hear it from the front of the room. Shortly thereafter, Andrew had his head on his desk with his eyes closed, a hoodie pulled over his head. He stayed that way until the end of class. The next day of class, Andrew's mom called and explained that Andrew would not be in class for at least the next two weeks and requested that I provide the next two weeks of lessons that he would miss.

//Question:// How would you deal with this situation? What technologies, methods and strategies could you employ to address this situation? Re  sponse: First I would research what exactly Schizophrenia is. For it is hard to plan smething you don't understand. Then I would discuss with his mother what would be his best learning media (books, internet, notes, video, maybe even informational musical lyrics). I might even make an assignment for him to write lyrics about what he has learned in chemistry the past two weeks as an assessment. I will try to make the material fun and interesting and use his interest for music to my advantage. He will get more from the class if it interests him. Most importanty, I will have open communication with his mother and with Jeff his advocate. If the materials I originally gave him seem not to be reaching him then we will try something else.

//3. Dianna//
//Narrative:// Diana from Brazil does not speak English. She entered my chemistry class 2 weeks after it started. She was a very successful student in Brazil, and her parents have met with me regarding their expectations that she do well in chemistry. The text used in chemistry is in english, as are all of my resources.

//Question:// How would you deal with this situation? What technologies, methods and strategies could you employ to address this situation? Response: I would look online for a resource that could explain chemistry in Brazil. The internet can even translate what you write to different languages so when making a worksheet we can use a translator online so she understands what is expected of her on her homework. During class, I would check with her after lecture or directions to make sure she understood what I was asking. I would require her to write down anything she didn't understand and look it up in a dictionary that translates English to her language. Eventualy you will want her to understand English verbally and in the written form. SO after a couple of months of translating the worksheets I would try and give her a simple worksheet in English and see if she can understand what is being asked of her. I know that it will take time, but the more she does in English the quicker she will learn it.

//4. Gabriel//
//Narrative:// Gabriel was a student of mine who was taking one of my online AP Physics courses from the University of California College Prep. (UCCP), Santa Cruz. As per the accreditation for online science courses, it was mandated that the laboratory component be "physical", whereby students manipulated "real" equipment to study physics-related concepts. The students that I would have in the online AP Physics courses would be from all over the country and, in some cases, international. In fact, one of the reasons some of these learners were form all over the country and international was that many had exceptional talents above and beyond the AP Physics courseroom. For example, one learner was training to compete in the winter Olympics as a figure skater, while another was a world renowned pianist. Some students attended schools that did not offer an AP Physics course. And ever since a 1999 [|class-action equal access suit filed] against the state of California, students are to be guaranteed the right to access college-prep or AP courses, even if their school does not offer such courses. If their school does not provide such programs, it is the district's and/or state's responsibility to provide such opportnunities. Hence, online AP Physics. Now keep in mind the earlier statement that the labs for these courses were to be "physical". This meant that the school that the students attended was to have a mentor to ovversee the proper use, set-up, and safety of the physics lab equipment. Even if the school did not have the equipment, the mentor was expected to get creative and utilize similar supplies such that the lab could be performed. And get creative we did!

OK, so Gabriel attended a school that lacked "common" science lab equipment (e.g., voltmeters, ring stands, circuit kits, and so forth). And, he was to complete the AP Physics "physical" labs prescribed for the course. I received a call from Gabe's mentor regarding how the labs were to be completed without the necessary equipment. In essence the majority of the labs could not be completed because the host school did not have the requisite equipment. Technically, Gabe's hosting school (someone other than the Mentor) signed that they had access to all of the necessary equipment, so Gabe was enrolled with UCCP. And, Gabe enrolled 2 weeks after the course began.

//Question:// How would you deal with this situation? What technologies, methods and strategies could you employ to address this situation? What should I tell the mentor? **Response: I would tell Gabriel's mentor to do his best in obtaining the equipment or substitute equipment. I would then tell him that he might have to get creative in order to complete the labs and woud give him a list of commonly used ideas that could be used in replacing the lab materials to give him a starting out point. (His mentor might just need some ideas of what he can use to substitute some of the items). Also, I or Gabriel's school could contact other schools in his district that do have assess to a physics lab and either have Gabriel work there or see if they could spare some items for a temporary loan. If these ideas do not work then I would talk to the school science department head and see if they could fit it into their budget to buy some of these supplies especially since the school did sign off on having the equipment.**

5. Jacob
Narrative: I have been observing two 7th grade math classes at Glover Middle School for about one month now. Both of these classes are very challenging because both of them have a high number of students with Individualized Educational Plans (IEPs) and students on modified behavior plans. My supervising teacher is charismatic and caring and his voice carries throughout the classroom. He uses his voice and proximity to be a presence in the classroom and it works very well. Since there are so many students with IEP plans and 4 ELL students we also have a Special Education Teacher who comes in and assists the students when needed. Most days it is challenging to get the kids started on their entry task and during the lesson many students' attention seems to come and go, but one student in particular has been a challenge for me since day one.

Nearly everyday Jacob comes in unprepared for class and refuses to get started on the entry task. So everyday while I'm making rounds to make sure everyone is getting started and is on task I give him a verbal reminder to get started. And everyday without fail he always has some excuse why he hasn't started and always has some smart comment. He seems to thrive on attention (any kind-- positive and negative attention) so sometimes I think I am only reinforcing this behavior when I walk by and cue him to get started on his work, but I can't just let him do nothing all period long. He deserves an education and he needs to learn the material as much as possible. Also, he has shown some respect issues toward me by calling me "miss teacher lady" when everyday I remind him of my name. While this behavior has been present the whole time I have observed this class, it seems to have worsened the last week where he didn't bring anything to class all week. No binder, no paper, no pencil.

Question: What would you do in this situation and what plan would you try to implement in order to get Jacob to come to class prepared and on task?

**Response: On Friday I approached Jacob during the entry task. I noticed that he didn't have a binder, an agenda, a piece of paper or a pencil. I was pretty worried about this because it was the 3rd day this week that he has come unprepared. He didn't even ask to borrow a piece of paper or a pencil (which my supervising teacher has an extra supply of). This behavior, or lack there of, shows me that he doesn't value what is being learned in class and that he thinks it is acceptable to come to class and do nothing. I wanted to make sure that he understood that this wasn't acceptable behavior and that I wouldn’t tolerate him coming to class unprepared and unwilling to learn. My observing teacher also saw that Jacob had come unprepared and questioned him about it. It clearly stated that this was unacceptable and told him that he would have to go with the special needs teacher for the day and work on the class work by himself. When he returned to the class he was more willing to participate and seemed to have a good understanding of the content. He was able to complete his class work with his group and seemed in god spirits.

Future Plan: In the near future I plan on meeting with Jacob; hopefully with my supervising teacher to work out a plan to get Jacob to come to class prepared and on task with minimal cues. My supervising teacher already has some behavior plans in place for several of his students that if they work well during class and don't disrupt others that they can get a piece of gum after class. I would love to start Jacob on a behavior plan as well. In this plan I would clearly state that if he comes to class prepared (brings binder, agenda, paper and pencil) and stays on task with only 2 verbal reminders that he can too receive a piece of candy. Also, I would also like to address that him referring to me as Miss teacher lady is disrespectful and will not be tolerated any longer; especially since I have been in the class for over a month now.**