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In Group 2, Jasmine takes over almost immediately; everyone seems to agree that she should have this job. Unfortunately Jasmine is not pleased to be in charge: she issues orders reluctantly (“Kyla, you look up about nurses”), to which her group happily agree.
In Group 3, Ken and Serge confer about the project, but ignore the girls in the group. The girls soon are chatting about activities outside school, doodling in their notebooks, and apparently daydreaming.
In Group 4, Ms Fuller can hear voices periodically rising in anger. She can’t make out who is saying what, but it seems to involve Jennifer, Sean, and possibly Lavar. The other two group members are sitting quietly, simply observing the argument and presumably waiting for it to be over.
If you could speak to Ms Fuller right now (at the end of Scene 2), what advice could you give her to assist in continuing the activity? For this question, take the situation as it has in fact evolved so far; avoid giving advice, that is like “You should never have done X in the first place.” Focus your advice on developing effective strategies of communication, either for Ms Fuller, for the students, or for both.
Now imagine that you can, miraculously, turn the clock back to the beginning of Scene 1, when Ms Fuller was planning the collaborative activity in the first place. What advice could you give her at that initial point in time? Again, focus your advice on developing effective strategies of communication, either for Ms Fuller, for the students, or for both.
Consider how nonverbal communication among the students might be affecting students’ experience in particular. Describe a way in which one or more features of nonverbal communication might cause a collaborate group to fall apart or become unproductive. Then suggest ways that Ms Fuller might be able to help so that members of the group remained mutually supportive and productive.
See also [link] : Planning instruction; [link] : The reflective practitioner.
When Ms Scanton taught second grade, she kept a journal about her experiences. Sometimes she simply recorded interesting facts or information individuals, but other times she commented and reflected on individuals at more length. Here are three of her journal entries.
Document 1: Ms Scanton’s observation of Ashley’s writing
October 4 : Ashley procrastinated a lot again today during journal-writing time—stared at the ceiling, at the kids near her, etc. etc. I reminded everyone that they were supposed to write about “this week at school,” but it didn’t seem to sink in with Ashley. After sitting a long time, she drew a picture of her family—Mom, Dad, cat.
I know she especially loves her cat, but I also thought she should follow directions more closely. I ask her, “Is that all you’ve done?” She frowns. I smile—a sincere one.
“It’s hard,” she says cautiously—referring to the writing itself.
“But that’s why it’s important to work at it—to actually write,” say I.
A pause. Then, “How do you spell ‘Mom’?” she asks.
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