can you write case study and responds two colleagues

Case study:

5-5. JAKE’S CLASSROOM MANAGEMENT (ISLLC STANDARD 2) Jake Johnson is a 25-year veteran who has been teaching vocational education all his life. He fondly remembers the days when students wanted to learn about metals and woods. Back in the early days of his teaching career, he didn’t have any discipline prob lems in his labs. Unfortunately for Jake, today’s students aren’t the same as he remem bers from 25 years ago. Jake never misses an opportunity to express his displeasure with today’s students. He complains that the students don’t respect him and that they don’t care at all about learning. Having this attitude is not something that Jake can suppress. Students know that he doesn’t like them and that they’re not living up to his expectations. Given the slightest opportunity, the students typically play jokes or pranks on their teacher. Because Jake’s classroom is the shop (metals and woods), students have a lot of freedom. Whether they unplug tools and then ask Mr. Johnson why the tool won’t work, or they toss things at each other behind his back, or make gestures when he isn’t looking, it’s obvious to Jake and to any observer that there are problems in Jake’s classes. Thus far, there haven’t been any serious threats to the safety of students, and although the students’ antics infuriate Jake, students have been able to successfully make their wooden birdhouses and metal toolboxes. You are the new assistant principal, and within the first month, you can’t help but notice the large number of discipline referrals that Jake sends to you on a daily basis. According to the handbook, you dutifully assign after-school detentions, but that really hasn’t had an impact on student behavior in Jake’s classes. Of course, Jake comes in at least once a week to complain to you about how little respect today’s students have for teachers. As you have analyzed both his complaints and his discipline referrals, there doesn’t seem to be anything of real substance, just a cranky teacher who hasn’t adjusted to a changing society. Nevertheless, you are determined to help him. You tell him that you will visit his classroom to see firsthand what the kids are up to. He welcomes your offer, but he also reinforces his belief that today’s kids are not as good as yesterday’s kids. “You’ll see what I mean! These kids just don’t want to learn! How can I teach them when they don’t care about learning?”The next morning you visit Jake’s class, and you notice little childish acts going on behind the teacher’s back: students looking at each other and rolling their eyes at what the teacher says, students passing notes and giggling, students doing homework from another class, and so on. The room is set up with workstations / tables at which four stu dents sit. Of course, there are various stations containing power equipment. During today’s lesson, Jake is instructing the group at the beginning of the period. Then Jake dismisses the students to go to the various equipment stations. The students quickly move to their stations in a rowdy and noisy manner. Jake flashes a look at you, almost to say, “Do you see what I mean?” Of course, Jake does nothing to alter the students’ noisy behavior. You also notice that when students are working on their projects, they make a game of calling the teacher to help them. Of course, he can only answer one at a time, and then the others use this as a reason not to work until he gets to them. You also notice that when Jake works with individual students, he turns his back to the other stu dents. You wonder why he has to lean over the student’s back, instead of facing the stu dent (and the class). As some students finish their projects earlier than others, they simply wander to other stations, presumably to watch their classmates’ progress and to offer help. The reality is that they engage in horseplay, which inevitably slows the progress of those students who aren’t done with their projects. You spend most of the period in Jake’s class, and then leave about 15 minutes before the end of the class. Jake is free during the next period, so you plan to visit him and talk about what you saw. Needless to say, Jake makes a big deal about how terrible today’s kids are, and he pays little attention to your suggestions that he not turn his back on the class when working with individual students. You also suggest that if he were to give clearer in structions and then ask students at random to explain what they’re supposed to do, that might eliminate the game of everyone asking him for help at once. He seems oblivious to your suggestion. You tell him that students should not be allowed to wander around the shop when they finish their projects. Jake’s response is, “W hat am I supposed to do, chain them to their tables?” At the end of your conference with lake, he tells you that the students’ behavior got even worse when you left the room. You smile and ask, “Jake, do you expect me to stay in your classes every day, all period long?” Jake’s re sponse surprises you. “Yes, I expect you to support me. How can I teach when the kids won’t behave? Your job is to maintain discipline in this school so the teachers can teach.” You reply that Jake’s job is to teach and to maintain discipline in the classroom, and your job is to handle things that he can’t. You also remind him that there are 75 teachers in this high school. If they all had this attitude, you wouldn’t possibly be able to be in 75 classrooms every day. Jake becomes very upset and storms out of the room. Just after Jake leaves your office, you get a phone call from the superintendent asking you to come to his office, which also is in the high school. The superintendent is in his second year in the position and at the school. Prior to his coming to this school, he was assistant superintendent in a large high school district. Prior to that, he was a de partment chair in that same district. Your current principal does not speak highly of the superintendent and has often mentioned that the superintendent doesn’t have a clue about building leadership because he has never been a principal. You have a good rela tionship with the superintendent (he thought enough of you to hire you), and you don’t see things the same way that your principal does.
Upon reaching the superintendent’s office, you quickly learn that a board mem ber has been questioning the superintendent about Jake’s classroom management. You not only can tell that the superintendent is irritated by the board member’s inter ference in school matters, but you also can tell that the superintendent isn’t going to challenge the board member. The superintendent asks you to begin keeping a log of the discipline issues stemming from Jake’s classroom. You inform the superintendent of your plans to continue to visit Jake’s classes and to offer him suggestions for improvement. The superintendent replies that it might be too late for that, but for now, be sure to keep good records. The superintendent also explains that he under stands that you are overwhelmed with your workload, but this has to be a priority. You agree, but you also wonder how you’re going to handle all your responsibilities plus this new duty of frequently visiting Jake’s classroom. The superintendent also explains that he is going to ask the principal to visit Jake’s room, and that you and the principal need to coordinate your schedules so that one of you is in every one of Jake’s classes. You don’t have to spend the entire period, but you do have to be sure to be in there for a short time each period. As you leave the superintendent’s office, you reflect on this morning’s visit to Jake’s room and his response during your attempts to help him. You wonder if Jake isn’t his own worst enemy. Furthermore, you wonder where this situation with the board member is going. Will you be able to help Jake to turn things around? Why the record keeping? You suspect that the superintendent is beginning to build a case. As you reach your office, the principal is sitting there waiting for you. He’s already been given orders by the superintendent to observe Jake’s classes, and he wants to build a schedule of vis its with you. While you and he determine who’s going to observe which classes, the principal expresses concern for Jake’s mental status. He explains that five years ago, Jake had a “nervous breakdown.” The principal is concerned that all these visits might trigger another breakdown, and he blames the superintendent for that. You explain to the principal that the board member really is the source of the observations, but the principal continues to blame the superintendent. The next morning, you again visit Jake’s first-period class, and you see many of the same behaviors that you saw yesterday. Jake has not taken any of your suggestions to heart; he continues to turn his back on the class, and students still walk around when they finish their projects. His directions to the class are better than those he gave yester day, but they could use more clarification as indicated by the number of requests for help. You wonder if making metal toolboxes is so difficult that the students have to ask so many questions. You also wonder if Jake has given too much detail to his directions, thereby creating confusion. It seems to you that a sample of a completed toolbox or birdhouse might be a good thing to show them at the beginning of the unit. Of course, Jake is very particular about what constitutes an “A” toolbox. After class, you ask Jake what determines an “A” toolbox, and what determines a “C” toolbox. What you really want to know is if the students understand the difference between an “A” and a “C” toolbox. Jake’s response is shocking to you. He explains that he knows the difference, and he expects the kids to know the difference. When you ask to see the rubric for eval uating toolboxes, he stares blankly at you. You quickly find out that he has no rubric! During the third-period class, the principal is scheduled to observe Jake’s class. You are in your office, processing discipline referrals with two students who got into a “teddy bear fight,” when you see Ralph, the director of buildings and grounds, waiting outside your door. You finish with the students and ask Ralph to come in. He tells you that while the principal was observing Jake’s class, someone tossed a firecracker into the wastebasket. The principal didn’t see it until it blew up and started a fire in the wastebasket. One of the custodians heard the noise and ran to the metals shop; he quickly grabbed the fire extinguisher off the wall and put out the wastebasket fire. Your first thought is, “Wow, Jake really is in trouble now.” Not surprisingly, the superintendent phones you and asks that you provide him with a detailed list of every discipline referral that Jake has written so far this year. He also explains that the board member’s son phoned his dad to tell him about the waste basket incident, and that board member wants Jake removed from his teaching duties for safety reasons. The superintendent further explains that the only way he could calm the board member was to assure him that either you or the principal would continue to be in every one of Jake’s classes. He also gives you the latitude to assign a guidance counselor to watch Jake’s classroom if you can’t make it. You are reluctant to put a counselor in this position, but you have to be at a special education cooperative meeting tomorrow morning, and the principal can’t cover the class either. You call in your most senior guidance counselor and ask him to help out. He agrees, and tells you that he’s already heard about the wastebasket incident. Like you, he wants to help Jake, but he’s afraid that things might be too far down the road. After a week of having you or the principal (or an occasional counselor) visit Jake’s classes, things have calmed down significantly in the metals and wood shops. While you resent having to spend so much of your valuable time “babysitting,” you also recognize that kids are learning instead of misbehaving. One morning the superin tendent comes to your office and informs you that Jake no longer will be with us, that he has accepted a “buy-out.” As he gives you the details, you learn that the association has agreed to a three-year severance package for Jake. You are sad that it has come to this, but you also realize that this is beyond your control.Just after the superintendent leaves your office, Jake comes in. You tell him how sorry you are about the way things happened, but that you would keep your eyes and ears open about vocational teaching jobs. You also suggest that perhaps a fresh start in another district would give him a chance to establish himself. You are very surprised when Jake blames you for “setting him up.” He believes that the list of his discipline re ferrals that you forwarded to the superintendent is what caused all this trouble for him. He resents that you compiled that list, and he tells you that you have destroyed him and his family. Before you can say anything, he storms out of the room. Knowing that you tried to help him, and that you were following orders from the superintendent, you are quite troubled. You wonder if there could have been a way to prevent this outcome. From a supervision perspective, consider the following: Q Could this situation have been prevented? If so, how? Q Hindsight is always better than foresight. Even though you are a new assistant principal, is there anything that you should have done differently? Q Should the superintendent have reacted differently to the board member’s demands? Q How would you handle a teacher who is oblivious to your suggestions as well as to what he is doing wrong regarding classroom management? Create a plan of how you would have handled the situation. You may use bulleted statements, but be sure to align your plan with ISLLC Standard 2: An educator promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.


Can you responds for two colleagues?

1/ When middle school and high school biology students study cells, they have a mini-unt or a full unit on the life story of the cell or the cell cycle. During the cell cycle, there is a short stage whereby the cells reproduce and this is called mitosis or meiosis depending upon if the cell is a body cell or a sex cell. Many changes take place inside the cell during this time, and biology standards usually dictate that students know the names of the cell organelles and structures involved and also understand the changes and movement of the chromosomes. Because there are so many changes taking place in the cell, in the past I have had students make a paper flipbook with handmade drawings to show the changes and movement of chromosomes in the cell. This slows down their thinking so they are able to focus on one stage at a time. They also label their cells so that they learn the vocabulary. And they have to make a minimum of three drawings per stage so that they can describe when one stage ends and the next stage begins.

These days, it is relatively simple for students to move from making paper flip books to making digital animations. Using a tool like Animoto or Youtube slide creation tool, students can still draw several cells per stage and then splice them together to make a cell division animation. For more advanced students, a cartoon using a tool like Comic Touch or Toontastic could be created giving the cell a personality.

According to the article, 5 Real Benefits of Using Animation in the Classroom, animation assignments strengthen students in different ways (2013). Students communication skills are sharpened as students contemplate whether to use transitions, how to label cells correctly, music that can is appropriate to play in the background and if adding a narration track they practice clarity and organization of speech. Animations also allows students to build technical skills as they learn the software, and in some tools use math to add dimension to characters and drawings. Students will also work on presentation skills as they create their drawings, focus on the order of pictures, and add creative or unique touches to their work. In addition, students’ projects allow for self-expression and if the products are published they allow for the appreciation for others’ self-expression. Finally, the projects can build community if they are shared with other students in other schools.

A second idea that I had to inspire creativity in the classroom is to use games. Educational games are numerous these days. Many games incorporate mastery of basic skills, and the game does not help students develop advanced thinking skills. But I think the game Minecraft is different.

I have never played the game, Minecraft, but my three children do. And they are constantly building things, changing things, making things and destroying things. And from what I gathered, the tools had to be used properly, certain materials were required to make things. Before they learned about iron alloys in school, they were learning how to make virtual iron alloys to make swords, buckets, and armor. By trial and error, they learned about material strength as they made swords with wood, alloys of gold and iron, and diamond. They learned from using these weapons the order of materials from most strong to most weak. A diamond sword was unbeatable! They have learned about cooking, building, farming and so many other disciplines. I can see them using the higher order thinking skills as they try new materials to synthesize tools, analyze and evaluate their worth, and begin the process again with a new hypothesis.

Recently as I came across an article on the Edutopia blog in which a biology teacher was discussing how he used the program MinecraftEdu to build a virtual cell so that his students could visualize how the various chemicals they would be using in an upcoming DNA extraction lab affected cell parts (2018). He observed that the students had usually added the chemicals as directed in the lab, but did not come away with a concrete understanding of why they were adding the chemicals, or why they had to add them in the proper sequence. In response, he conceptualized and built a game in which the lab chemicals were tooIs that had an effect on parts of the cell. thought this was brilliant.

The teacher in this scenario actually co-created the world with the help of a student from another class who was studying game design. In this case, the teacher and gaming student were doing most of the creating. But I believe there is a way for students to create a cell world of their own.

Most students when studying the organelles use a two dimensional figure to identify each organelle, and usually they need to memorize the function of each organelle. The shape of the organelle is influenced by its function, but this can be lost when looking at a drawing. This project would help students get to experience the organelles in 3D. The organelle shape would be something they would need build, and they could use tools to design the organelles to secrete certain chemicals, or physically change as they perform their cellular functions. The game aspect could be related to the cell’s combat against foreign invaders such as viruses and bacteria.

To best use time, I think this project would require collaboration with students who are familiar with coding. If used in a middle school, a few field trips to the local high school where technology students could mentor science students on using code might be useful. If used in high school, tech classes could come visit the science classroom to collaborate with students. Also students can be divided into teams and each team can be assigned one or two organelles to construct. Students will need to collaborate with other class teams as they decide on placement of organelles in the cell, and size and scale of organelles in relation to each other.

I think that this could even be a part of a PBL unit. Math concepts like the scale of cell organelles could be incorporated. In social science, connections could be made between government systems and the organelle system of the cell.

MinecraftEdu encompasses many of the best teaching practices. On the Microsoft in Education site, Michael Dezuanni, Associate Professor of Education & Creative Industries at Queensland University of Technology, Australia discusses many possibilities for teachers to design lessons that utilize Minecraft to teach needed learning standards (2018). More and more teachers are finding ways to utilize Minecraft to teach math skills, literacy skills and engineering skills. By using Minecraft, student engagement increases and creativity is encouraged and in most cases required. There is a camera feature and a portfolio feature so students and teachers can document their progress. Dezuanni also points out that teachers can add a critical thinking dimension to the lesson if students also keep a blog to reflect on their learning. This incorporates metacognition into the experience.

2/ I teach fifth grade dual language with about half of my class being English language learners. I have a varied mix of abilities, from the first percentile to the 80th percentile in MAP scores.

I love the idea of Genius Hour! I think it the time frame is realistic and students would not only enjoy, but absolutely benefit from, participating in it. While I have never made one or done any exploring on how to make one, I can see student creativity during Genius Hour being churned out in infographics. I have a lot of creative minds and artists in my classes, so my students would be able to combine their love and talent in art with the new knowledge they discovered. This type of student creativity adheres to “support for taking risks” and “encourage[ing] flexible thinking”. I imagine it would also “model the practice of creative thinking” because I would most likely need to give students some kind of guidance along the way when we first start Genius Hour, and would probably demonstrate how to gather information and how to put it all into an infographic.

My students would also benefit from using technology to make videos to share what they’ve discovered. We use Flipgrid almost daily, so they are used to being in front of the camera. We are also learning how to use DoInk and WeVideo for one of our end-of-unit writing assessments. The assignment was to work with a partner to write a script for a news report on a science fiction event or topic. They also chose several background images since we are filming using our school’s green screen. Their scripts are entertaining, and they have had a great time writing them; I’m excited to see how it all comes together as we start filming this week! I think this type of student creativity adheres to “encourage[ing] flexible thinking” and “foster[ing] instrinsic motivation”. They must work together with their partner through the whole process from script development to final video editing, so they must use flexible thinking and teamwork. They also had to use flexible thinking while choosing their background images to make sure they followed Fair Use guidelines. I purposefully did not create an in-depth rubric for this assignment because I hoped students would want to do well because they enjoyed the project. Their intrinsic motivation lies in their desire to do well for their own sake as well as their partner’s and to just enjoy the process.

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