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<h2>Case Study One: The Talkative (The Case of Know-it-All Nancy)</h2>
<p><strong>SCENARIO:</strong> You plan to facilitate a discussion in your class about readings that you assigned. As students enter the room and settle into their seats, you can feel the buzz in the air. They are excited. They want to discuss the subject. You begin class by asking a very open-ended question, a question designed to allow the students to take the subject in an area that interests them. The first student who responds to your question, a question that is barely out of your mouth, is Nancy, or as her classmates call her, “Know-it-all-Nancy.” Nancy is a smart young woman who often has very smart things to say about the subject at hand. She answers your question with great precision, citing arguments from sources you did not require her to read. You know from experience that if you stand by quietly and let her finish, class would be over and no one else would have had a chance to speak. So, you cut her off—politely—to get other students involved in the discussion. You ask another question, directed at another student. Nancy answers. <strong>Explain how you would deal with the student in this case</strong>. <strong>(200 minimum words)</strong>.</p>
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";s:4:"type";s:9:"largetext";s:13:"marked_answer";s:1051:"<p>There are several  ways to do this:<br />
1- By Changing standard discussion technique and asking the students to write their short answers down before discussing the question. Then call on with one person at a time.  And .when your problem student violates that process, ask him/her to stop EACH time. by using comments such as “Please remember I want you to wait to be called on”,</p>
<p>2. Tell the class that you want them to discuss the question, but “Nancy” is going to review the discussion at the end &#038; let us know if we’ve missed any points. It gives that person a chance to “show off” but still puts you in control of the discussion.</p>
<p>3-  AkE Nancy to facilitate the discussion. </p>
<p>4-Create a contest  where partipants have to hit a buzzer (or simulate a buzzer) to be the first to answer.</p>
<p>5-Create a round between students where each person takes a turn to answer first.<br />
6- Don’t hesitate to say “Nancy, please don’t answer the question until the others have given their answers.” </p>
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<h2>Case Study Two: The Chatterers (Chatty Cathy and her BFF Conversational Carl).</h2>
<p><strong>SCENARIO</strong>: You are lecturing in a course that requires some lecture. You don’t lecture at every class session; you often have class sessions that center around group activities or discussion. You have a friendly approach to your students, and they are comfortable in the course and with you. But on this day, as you do your best to present to students information that they need, you notice Chatty Cathy and her friend Conversational Carl talking, openly and loudly. It is clear by their body language, their laughter, and the words you overhear that they are not discussing course content. You make eye contact, alerting them to the fact that you recognize their discussion and that you want it to stop. They stop talking. A few moments later, they start again; only this time, they are whispering. You verbally ask them to stop. You notice other students looking over at the chatty pair. Even those evil looks do not encourage the two students to stop their banter. They continue to talk and laugh. <strong>Explain how you would handle the situation (minimum 200 words).</strong></p>
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";s:4:"type";s:9:"largetext";s:13:"marked_answer";s:1963:"<p>1- Give the Chatty Cathy verbal jobs in the classroom.  Let them know you see that they have a gift and you have faith that they will use it in constructive ways during classtime.  It could be their job to introduce new students, make announcements, and to draw out students who don&#8217;t talk very often.<br />
2- Set up a signal with the student.  You might agree to pull on your ear or put your hand on your heart when they are talking so much that it is interfering with the needs of the situation.  This is effective only when the students agrees in advance that a signal will be helpful to them.<br />
3-If you notice the student talking at an inappropriate time, wait, and watch before jumping in.  Students will often stop yakking when they notice you are waiting patiently.  It is even more effective if you explain to the class in advance that you intend to stop lessons until all students&#8217; attention is focused.<br />
4-  Initiate a discussion saying Chatty Cathy and Carl that i am noticed at both expermente and math that day you had not heard the instructions you gave.  Ask what, why and how questions to help them recognize the way their talking interferes with their ability to follow along with the class.   &#8220;What happens when you miss instructions?  What causes this to happen? How does it affect the teacher and other students?  What ideas do you have for solutions?&#8221;  This shifts responsibility for this behavior to them.<br />
5- Emotional honesty helps.  Remember to use the &#8220;I feel _____when________  and I wish___________&#8221; formula.  In the case of a talkative student it might sound like this;  &#8220;I feel frustrated when I repeat directions several times and I wish that I only had to give them once.&#8221; (Notice that this example does not include a &#8220;you&#8221; statement.)  Keep the focus on your needs and observations and not in how to change or control the student&#8217;s behavior</p>
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<h2><strong>Case Study Three: The Bullies (Bill the Cop)</strong></h2>
<p><strong>SCENARIO:</strong> You are new professor, just a year or so out of graduate school, at a small liberal arts college with a diverse student population. You teach a small course (15-20 students) that is discussion-<br />
based. You assess student learning by quizzes, essays, and journal submissions. One of these students is a retired police officer, Bill, who “encourages” his classmates to give him their study notes so, as he puts it, “we can all be on the same page.” You sense he intimidates the other students—by his former profession, which he speaks about frequently, but also his size and demeanor—but they hand over their notes. You ask your department chair how to handle the situation. Your chair says to ignore the case, as the “students need to learn to handle these situations.” You feel conflicted. <strong>What do you do? (minimum 200 words). </strong></p>
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";s:4:"type";s:9:"largetext";s:13:"marked_answer";s:1376:"<p>THE DO&#8217;s:</p>
<p>Stop the bullying immediately.<br />
Stand between the bullied student and the bully(ies), blocking eye contact. Don&#8217;t send any bystanders away. To avoid escalating the tension, wait until later to sort out the facts. Talk to the parties involved separately once they are calm.</p>
<p>Refer to school rules regarding bullying.<br />
Speak in a matter-of-fact tone of voice to describe what you heard or saw. Let all students know bullying is always unacceptable.</p>
<p>Support the bullied child.<br />
Do this in a way that allows him or her dignity and to feel safe from retaliation. Make a point to see the child later in private if he or she is upset. Increase supervision to assure bullying is not repeated.</p>
<p>Offer guidance to bystanders.<br />
Let them know how they might appropriately intervene or get help next time. Tell them you noticed their inaction or that you&#8217;re pleased with the way they tried to help.</p>
<p>Impose immediate consequences.<br />
Wait until all parties have calmed down. Do not require that students apologize or make amends that may be insincere. The consequences should be logical and connected to the offense. A first step could be taking away social privileges i.e. recess or lunch in the cafeteria.</p>
<p>Notify colleagues and parents.<br />
Let the bully know he or she is being watched.</p>
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<h2><strong>Case Study Four: The Entitled (Students of the rich and famous)</strong></h2>
<p><strong>SCENARIO:</strong> He tells you that he can’t take a test on the planned date because he has an appointment with his father who is, the student reminds you, the president of the Board of Regents for your university. He’d be happy to take the exam in a few weeks at some time that would be convenient for him. <strong>How would you handle this situation? (minimum 200 words)</strong></p>
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";s:4:"type";s:9:"largetext";s:13:"marked_answer";s:431:"<p>will explain to him that he must be present in the exam with colleagues, and I tell him I will talk to the head of the board of trustees at your university and address the problem, and you must abide by the laws and instructions of the university and the exam</p>
<p>another choice Involve Parents<br />
In another option, I will involve his parents in the issue and contact them to discuss with him a solution to the issue</p>
";s:14:"correct_answer";s:0:"";s:9:"max_marks";s:2:"20";}i:3496;a:5:{s:7:"content";s:364:"<h2><strong>Case Study Five: The Disrespecters (You can’t teach!)</strong></h2>
<p><strong>SCENARIO:</strong> You are a young professor, maybe your first or second year on the tenure-track. On the first day of class, a student asks you, “Are you old enough to teach this class?” <strong>How would you handle this situation? (200 minimum words)</strong>.</p>
";s:4:"type";s:9:"largetext";s:13:"marked_answer";s:1214:"<p>  I will try to be calm, understand why this behavior has been shown, try to accept the student and to talk to her after the class and if the attitude was unacceptable, </p>
<p> i will Use humor to diffuse the situation– . By asking him smartly, &#8220;If you are a smart student, you will know through my teaching method.&#8221;<br />
or<br />
Kill them with kindness<br />
I am going to say , “…The experience has nothing to do with the quality of education and you will know this as you grow up as a teacher or work elsewhere</p>
<p>i take it easy , and i will answer him scientifically for give him a lesson that he should respect the other </p>
<p> I might give a silly answer to thisquestion. In general I don&#8217;t try all that hard to keep too much of My teaching experience (it&#8217;s really not interesting enough), but I don&#8217;t want to be the center of attention. My students are there to learn the material, not to learn if my old enough to teach this class?My teaching experience. If sharing a little information with them helps develop rapport and establish a positive classroom atmosphere, then I&#8217;m happy to do it. Beyond that, we really need to get back to the material.</p>
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