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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:1876:"<p>I was a grade schooler at the time, but if I could, I would have put her  in time-out so the rest of us could join in the conversation.<br />
But behavior like this isn’t just rude at Thanksgiving. It’s always rude. And it’s also always rude in the classroom.<br />
If there are students in your classroom who talk when they’re supposed to be listening or working, academic progress will suffer. Talking without permission wastes time, interrupts the learning of others, and leads to more serious disruptive behavior.<br />
Allowing students to freely talk without permission is like driving an old jalopy; progress only comes in fits and starts, and you’ll never reach top speed.<br />
Besides being a classroom management nightmare and slamming the brakes on learning, talking without permission is remarkably rude. It’s akin to cutting in front of the line at a sold-out movie.</p>
<p>After all, the teacher is in charge, not the students.<br />
The most effective way to handle talking is to enforce a consequence. If hand-raising isn’t a classroom rule, I recommend including it.<br />
and my students will love me for it because it reassures them that they are equal members of my classroom, free to join in the learning process.<br />
It also provides a model for how to behave when working together in groups without a teacher present.<br />
It’s important that my students understand why hand-raising is important. So be direct. Tell them that calling out and side-talking is rude and disrespectful to the class, and that it is my job to protect their right to learn without interference.<br />
Teach my students how to take turns talking and include hand-raising as part of my classroom management plan. And if you want my classroom to run like a finely tuned Italian sports car, then enforce a consequence every time a student breaks a rule.</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:1604:"<p>If my classroom has become too chatty, I&#8217;ll start by figuring out if the talk is productive or not. Sometimes talking is actually a good thing. If students are talking about the task at hand, i may want to encourage them to continue (just at a quieter volume!). But if students are off task and chatty, this requires a different approach.<br />
If students come into a chatty classroom, they&#8217;re more likely to continue (and possibly increase) the noise. But if they enter a calm and quiet classroom, they&#8217;ll be encouraged to keep the same noise level throughout the class, so i’ll start the class by informing them the basic rule is to be quiet.<br />
and then engage students in active listening, they&#8217;ll be more likely to let one person talk at a time.<br />
Another thing i can do is to give my students a chance to talk is a great way to cut down on chatting when i don’t want it. Build opportunities for group discussions and think-pair-share into my lessons. If they are allowed to talk for a few minutes, my students are less likely to chat while I&#8217;m delivering the rest of the lesson.<br />
If they keep talking I will change the seating arrangements and follow the “ horseshoe” set up; to reduce the chatting, I love the horseshoe setup because students can still turn and talk to the person next to them, but there aren’t too many others nearby. Sometimes rows are necessary to completely stop talking, like during a test.<br />
My last try would be to punish them either by discount from their points or by sending them to the principal office. </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:1658:"<p>Regardless of the age of students i  teach, bullying finds its way into the classroom and for many students, whether the bullying is directed at them or one of their friends, the classroom can suddenly feel like an unsafe place. It causes emotional distress and can make it physically impossible for students to learn. As a result, when i have a bully in the classroom i often need to take deliberate steps to regain control of the space and create a safe classroom environment again<br />
The first step is to go back to what I did in the first days of school and reestablish classroom expectations in regards to respect and responsibility. In terms of respect, this means first and foremost modeling for my students how I expect them to speak to themselves and one another. A good way to start this is through simple role playing.<br />
Second, it does very little to stop the adult’s bullying behavior.<br />
So when I see the bullying behavior, I try to engage him in a private conversation about the situation. Address the behavior, but try to keep my tone and choice of words as positive as possible, listen and let him tell his side of a story. In bullying situations, there are often many other issues going on with him. i have to be a good listener if i want him to engage in the conversation and truly change the behaviors.<br />
This means trying to avoid putting on our stern teacher voices. Don&#8217;t lecture, but rather probe him with questions such as &#8216;How would you feel if someone did that to you or someone you care about?&#8217;<br />
Next, I will find opportunities to reward positive behaviors in all of your students. </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:1134:"<p>Entitled students often are not used to having boundaries set for their behavior, so it is essential to be clear and consistent in myclassroom. Develop rules that everyone must follow ( such as the test should be taken at the decided time) , and scme up with these as a class and require everyone to agree to them. Create consequences and enforce them—no exceptions,and explain that this is a community in which all are equals, so no one is above the rules.<br />
Then I will ask him to reschedule his appointment with his father for  another time; because he should take the test with all other students unless he has a really emergency situation, and will not show him any interest in his family situation. </p>
<p>If he insists on moving forward with his test for a few weeks, I will ask to involve his parents to solve the situation, by getting them on board to told them how important is to teach their kids to respect the rules and how they can help to let their kid have the test on it’s time or he will failed in the test, and if they refuse to collaboration i will follow the rules and will not give up my stand. </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:1097:"<p>When a student is disrespectful to me, I have to be willing to lose the battle. In other words, I must resist the urge to admonish, scold, lecture, get even, or otherwise attempt to put him in his place.<br />
i will Stay calm and Take a deep breath to quell any angry feelings rising up inside me . Remind myself that I will be much more effective, and the situation will go much smoother, if i  maintain emotional control, In the immediate moments following the incident, I will not say a word,  Simply maintain eye contact with the student and wait. Let his words hang in the air for several seconds, leaving no doubt about what was said, how it was said, and who is responsible for saying it.<br />
Then I will clarify to him that he acts in a rude way and breaks one of the class roles by doing that.<br />
After that I would tell the class the certification I had that would make me a good teacher even if I am in a young age, and how this is better for them because I can understand them in a better way.<br />
At the end I will start the class regularly like nothing had happened. </p>
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