Thanks to visit codestin.com
Credit goes to www.scribd.com

Scribd
Upload
26 views2 pages

Not Time For Stories

Ms. Ward's behavior in the classroom failed to create an equitable learning environment by not communicating success criteria, dismissing a student's contribution, and inviting only certain students to participate. DeQuan and Maddy both shared personal stories about California, but DeQuan provided more detail while Maddy's response was succinct. If Ms. Ward does not address DeQuan's feelings of exclusion, it could lead to long-term negative effects on his motivation and behavior in class.

Uploaded by

Ju Hlaing Win
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
26 views2 pages

Not Time For Stories

Ms. Ward's behavior in the classroom failed to create an equitable learning environment by not communicating success criteria, dismissing a student's contribution, and inviting only certain students to participate. DeQuan and Maddy both shared personal stories about California, but DeQuan provided more detail while Maddy's response was succinct. If Ms. Ward does not address DeQuan's feelings of exclusion, it could lead to long-term negative effects on his motivation and behavior in class.

Uploaded by

Ju Hlaing Win
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

“Not Time for Stories”

Discuss the following areas as it pertains to the application article you selected. Feel free to talk

about areas NOT included in the questions below, if you like.

1. How did Ms. Ward’s behavior in the scenario fail to ensure an equitable and just learning

environment for all her students?

New school years always excite teachers. The thought of meeting new students and

getting to know more about them to design interactive lessons occupies much of our thoughts. As

Ms. Ward is starting a new school year at Rustin School, she may not know much about her

students yet. But she has a love for Geography and knows the location of the school very well

and hence she can guess that most of them may be interested in beaches from California. Even

though her idea evokes students’ curiosity, the way she facilitates the class didn't go well with all

the learners from her class for the following reasons. First, she should not expect the correct way

of answering her question from all her students without communicating the success criteria for

her question. Second, she should have accepted his additional answer to the question by writing

raisin on the flip chart even though she noticed the disrespectful tone from the student. I know

setting rules for reinforcing good behavior in the classroom is essential. However, we should

communicate the rules constructively. Third, she sounded so unwelcoming to the students as she

invited only the students who could answer her correctly. It is not fair for the student to be called

on the carpet despite his contribution to the teacher’s question. I understand that teachers do not

spare much time as they have to meet their lesson goals as planned. However, her response to the

student’s contribution killed the student’s motivation and deviated from inclusive practice as
students’ abilities differ and we are responsible for creating an inclusive environment where

everyone can participate.

2. What differences can you identify in Maddy’s and DeQuan’s responses to their teacher’s

question? What similarities can you identify?

DeQuan gave too many details while recounting his personal story related to California

while Maddy’s answer was concise. DeQuan talked about food while Maddy discussed weather

and distance. The similarity is both of them are retelling their personal story about California.

They both talked about something relevant to California.

3. In anticipation of another “outburst,” Ms. Ward gave DeQuan some instructions. What might

have caused DeQuan to react the way he did? What long-term effect can result if Ms. Ward does

not remedy the situation?

He might feel that he lost the teacher’s impression. Upon hearing Ms. Ward's last

comment, he might think he does not really belong to the classroom where contribution becomes

trivial if not given the correct one. At the same time, he may feel the teacher hates him as she is

pointing out his mistakes. If she keeps scolding him but not praising him for his good behavior,

he will feel excluded from the class and misbehave during her periods.

You might also like