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Lisa Bohlin

Cheryl Cisero Durwin

Marla Reese-Weber

II Higher Education

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Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2009. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc. , including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

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ISBN: 978-0-07-337850-3 MHID: 0-07-337850-X

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Library of Congress Cataloging-in-Publication Data Bohlin, Lisa.

EdPsych : modu les / Lisa Bohlin, Cheryl Cisero Durwin, Marla Reese-Weber. -- 1st ed. p.cm.

Includes bibliographical references and index.

ISBN-13: 978-0-07-337850-3 (alk. paper)

ISBN-1O: 0-07-337850-X (alk. paper)

1. Educational psychology. 2. Chi ld development. 3. Learning. 4. Classroom management. 5. Teaching. 6. Education--Evaluation. I. Durwin, Cheryl Cisero. II. Reese-Weber, Marla. III. Title.

LB1051.B46395201O 370.15--dc22

2008010710

The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a Web site does not indicate an endorsement by the authors or McGraw-Hill, and McGraw-Hi ll does not guarantee the accuracy of the information presented at these sites.

www.mhhe.com

http:www.mhhe.com

idan Lindsay is in his first year of teaching at a small rural school where most students are from lower- to middle-SES homes. His fourth -grade class has 25 students, with about equal numbers of boys and girls. Aidan designed his room so

that desks are arranged in clusters of three or four, which allows students to work together on some projects. The students seem to like this arrangement. However, some disruptive behaviors have occurred throughout the first few weeks of the school year.

Aidan is seeking the assistance of the other fourth -grade teachers, Anna Vargas and Elsa Klendworth. During their lunch break in the teachers' lounge, he asks, "What do the two of you do with a group ofthree children who do not seem interested in anything but talking with one another and giving silly answers to questions?"

Elsa presses him for more information. "What exactly do you ask of your students, and how do they respond? "

Silly Students

"Many times I will show the students how to do something, such as multiplication, on the white board and then ask them to complete worksheets," Aidan says. " I inform them that they should not copy the work of others in their group, but I encourage them to ask others for help. This typically works well. I have seen students showing other students how to complete the problems. However, these three children, Billy, Jason, and Megan, all pretend to help each other by talking and pointing to the worksheets, but as I walk past they obviously are talking about other things and typically end up getting little work done. In addition, their laughing and giggling disrupt the other students, particularly the fourth child in their group, Sara. Of course, given this silly behavior, it is not surprising that Billy, Jason, Megan, and Sara all received low scores on the math quiz I gave last week."

Anna asks, "What have you tried in order to get them back on track?" "Well, of course, I have repeatedly told them to calm down and get back to work. I have also tried ig

noring their laughing and giggling, but they are just too disruptive to the other children around them. So yesterday I started taking away their recess time when their work is not completed, but I don't know yet how well that is going to work," says Aidan.

"I would suggest that you give them extra time to talk with one another only if their project is completed," Anna suggests.

Elsa adds, "Yes, I might even begin by telling them that if they can just be quiet and not disrupt the other children you will give them a few minutes at the end of the period to talk with one another quietly."

Aidan leaves the teachers' lounge somewhat skeptical about rewarding students for doing what all the other students already are doing, but he decides to try these suggestions because Elsa and Anna have been teaching much longer than he has and have been very supportive and helpful over the past several weeks.

As the children enter the classroom after their lunch and recess time, Aidan asks them to sit in their seats.On the white board he demonstrates the day's lesson on multiplication. As the children begin working in their groups, he walks over to the table where Billy, Jason, Megan, and Sara are working. •

"I have a new idea," Aidan says. " If the three of you can work quietly for the next ten minutes while others are also trying to complete their math worksheets, I will give you three minutes to talk with one another. You can use quiet voices to help one another, but you need to stay focused on the math work. Sound good? "

The following week at lunch in the teachers' lounge, Elsa asks, "So, how is that problem with your group of silly students going? "

"Oh, your suggestions worked like a charm. The three misbehaving students are paying more attention and actually helping one another finish their work so they have time to talk together. However, now the problem is the fourth student in that group, Sara. She has become increasingly frustrated that the other students finish before her. Many times I hear her say ' I can't do it' or 'This is too hard.' She even went so far as to throw her pencil down on the table and start crying.

"I have tried to explain to her that she does good work and should ask for help if she needs it, but Sara insists that she is not good at math. Do you have any suggestions? " asks Aidan.

"What if you make the three minutes contingent on all four students completing the assignment?" Elsa suggests. "Then the students will be more interested in helping Sara, and Sara will not need to ask fortheir help."

"Yes," Anna agrees. "I would also suggest that you take as many opportunities as possible to prove to Sara that she is doing well. You can continue to tell her that she is doing well, but you should also remind her of previous work she has completed well-maybe even start a bulletin board where you can spotlight the students' work."

Assess 1. Do you think having fourth-grade students "help" each other is a good idea? Why or why not?

2. Do you think Aidan's reliance on the other teachers is a sign of incompetence? Why or why not?

3. Ifyou were the teacher in this classroom, what strategies would you use to help the three disruptive students focus on their schoolwork?

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