2. What are we going to discuss?
• Case 4.6, Learning Activities Conducive to a Favorable
Beginning, Chapter 4
• Case 5.1, The Consequences of Judgmental Language, Chapter 5
• Case 5.2, Avoiding Labels, Chapter 5
4. Learning Activities Conducive to a
Favorable Beginning
• Employing easy, uncomplicated learning activities during the
early part of a new school session:
– İmmediate learning without confusion
– After understanding your directions, students will be more willing to attend
• The impression of «I learned something, I can be successful.»
• Having students work on individual levels after some time
• Having all students work on the same task allows you to keep
directions simple, monitor the class as a whole and get to know
them better
5. Case 4.6
The faculty, administration, and staff of Eugene Street School conduct an orientation
day for students and parents a few days before the beginning of the school year.
The purpose is for students and their parents to meet the teachers, become
acquainted with the campus, and learn schoolwide policies and procedures. Mr. Murat, a first-
grade teacher, receives the preliminary roster for his class just in time for orientation day. He
quickly examines the files of the students, noting if and where they attended kindergarten and if
any had previously been retained in first grade.
Although he does not have much confidence in the validity of standardized tests, he
looks at the results of readiness and aptitude tests that are available. He also reviews any
anecdotal records or notes in the files from parents, school administrators, or teachers.
With the intent of communicating to his students ―Welcome to your classroom! I am
happy you are here and that we will be working together!‖ Mr. Murat displays a poster (see
Figure 3.1) near the entrance to the classroom and, as shown in Figure 3.2, prepares a
personalized storage station for each student.
7. Case 4.6
Unfortunately, only 16 students visit the school on orientation day, and
only 12 of those are accompanied by a parent. Mr. Murat engages in a
warm, informative conversation with each student and gives them a letter for
their parents. For example:
Mr. Murat: Hello, I’m Mr. Murat (shaking hands). What is your name?
Levent: I’m Liu.
Mr. Murat: I’m so happy to meet you. Please introduce me to this lady who is
with you.
Levent: This is my momma.
Ms. Suzan: Hello (shaking hands), I’m Fang Sun-Hu.
Mr. Murat: Thank you for coming. I’m Dustin Murat, Liu’s first-grade teacher. Let’s
sit down over here by Liu’s storage station. . . . Liu, you were in kindergarten at
another school. Is that right?
Levent: Yes.
8. Case 4.6
Ms. Suzan: He was at Westview; we just moved into this district last month.
Mr. Murat: (turning to Liu) So these are exciting times for you—a new
neighborhood, a new place to live, and now a new school! Do you know your
new school’s name?
Levent: Eugene Street School.
Mr. Murat: Yes, it is. And here’s a paper for you with the name of the school, my
name . . . Mr. Murat . . . your room number . . . 113 . . . the names of the other
students in your class, and some times and dates for you to go over with your mom
later today. Bring this paper back here with you on Monday at 8:30 in the morning.
Ms. Suzan: What do you say to your teacher?
Levent: Thank you.
Mr. Murat: You are welcome. Also, here is a letter for your mom; it explains some
things about our class and Eugene Street School. Now, let’s take a look around the
classroom and then you and your mom can tour the building. What do you see
against the wall there?
Levent: It’s a picture of this room. Why . . . ? (The conversation continues.)
10. Case 4.6
Mr. Murat maintains a high energy level throughout orientation
day, but when the last student is gone and he is finished modifying his
plans for opening day (based on ideas that came to him as he met with
students and parents), fatigue takes over.
He reflects on the day’s activities and judges that the meetings
were extremely useful for students, parents, and him. The rapport that
was established with the students and the lines of communication
opened with parents will pay dividends throughout the year. He’s
disappointed that some students and parents missed the experience.
Out of concern for getting the first school day off to a smooth
start and sending the message that learning is important business, he
attempts to phone or e-mail parents of the eight students who did not
attend but receives replies from only five.
11. Case 4.6
On opening day he walks the students through Figure 3.4’s tasksheet.
Teacher directions for engaging the first graders in the tasksheet activities
are included. Mr. Manda designed the opening-day activities and the
tasksheet with the following purposes in mind:
• The students immediately get busy with school-like work that helps
orient them to their new environment
• The activity is relatively easy for Mr. Manda to monitor and cue
individuals to be on-task.
• The students begin to develop the impression that schoolwork with Mr.
Manda’s guidance relates to their individual interests, they are
expected to make judgments, and their judgments are valued.
12. Case 4.6
• Mr. Manda can use students’ responses from the tasksheets in
subsequent lessons to help students understand academic content.
For example, Mr. Manda intends to conduct a lesson on the concept
of community during the second week. One of the activities he plans
for that lesson is for students to compare their drawings from the
tasksheet to demonstrate differences among views within a
community. From that idea, he will conduct a question-discussion
session leading students to understand that communities need to
accommodate differences among their members.
• He gains feedback about students’ interest and skills that will be
valuable for planning subsequent lessons. For example, as students
respond to the tasksheets’s prompts, he will note variations among
students’ Performances in following directions, willingness to draw
pictures, and what they enjoy doing.
13.
14. Case 4.6
• He draws attention to the classroom setting and schol by posters
etc. (making a warm welcome)
• He informs both students and parents with a clear language and
arranges communication with parents throughout the year
• He gives enjoyable classroom activities to students that will help
him know them better for future individualized tasks
• He thought of every detail
16. The Consequences of Judgmental
Language
• Using descriptive languge style
• Being away from personal thoughts or judgements ; even if they
are in a good way such as ―smart‖, ―good reader‖, ‖problem
child‖, ―intelligent‖
• Focusing on learning tasks,circumtances, and situations
17. Case 5.1
• Ms Eda is a fifth-grade teacher who tends to characterize her
students and communicate her evaluations of them.For
example,while orally giving directions to her class, Ms.Eda
notices Hilal talking to a neighbor instead of paying attentiton.
Ms. Eda tells her,“Hilal, you’re always talking when you shouldn’t!
Why are you such a pain?” Hilal begins to feel uncomfortable in
Ms. Eda’s presence as she now believes that Ms. Eda has little
respect for her. Ms. Eda continues to respond to Hilal’s displays of
distruptive behaviours with judgemental language. In time, Hilal
develops distruptive behavior pattern as she lives up to what she
perceives to be Ms. Eda’s expectations.
• In a parent-teacher conference, Ms. Eda tells Fırat’s father,―Fırat
is quite bright, but he tends to be lazy.‖
18. Suggestions for Case 5.1
• Using more direct language about student’s behaviour (focusing
on problem behaviour)
• Keeping eye contact
• Approaching the child ( shoulder to shoulder position )
• Touching the child
• Raising his/her voice
• Trying to include the student in the lesson by asking question
20. Avoiding Labels
• Following their success with ego builders
• Attacks on their personalities when they fail
• Personal self-worth depends on success
• Association between achievement level and character
judgements
21. Case 5.2
Mr. Ramirez is a fifth-grade teacher who distinguishes
between a student’s accomplishments and the value of that
student. He does not view a student’s display of off-task
behavior as a reflection of character flaws.
Mr. Ramirez believes that he is responsible for
teaching each student to be on-task and achieve learning
goals. He doesn’t include judgment of students’ characters
among his responsibilities. His use of descriptive language
helps students realize that he focuses on learning tasks, not on
personalities.
22. Case 5.2
• Upon returning one of his student’s science test papers with
a high score, Mr. Ramirez remarks, ―Mickey, this paper
indicates that you understand the dependence of animal
respiration on plant respiration.‖
• While orally giving directions to his class Mr. Ramirez notices
Mary Frances talking to a neighbor instead of paying
attention. Mr. Ramirez tells her, ―Mary Frances I would like
you to stop talking and listen to these directions.‖
23. Case 5.2
• In a parent-teacher conference, Mr. Ramirez tells Nettie’s
father, ―Nettie grasped the idea of multiplication right away. But she
does not have all the multiplication facts memorize because she
sometimes does not take the time to complete the drills that I assign in
class.
• Mr. Ramirez makes a concerted effort to use language that addresses
specifically what has or has not been achieved, specific behaviors he
expect students to exhibit, and specific behaviors that are
unacceptable. He avoids implications that level or characterize
personalities. Mr. Ramirez does not hesitate to communicate his
feelings about specific behaviors or achievements of students;
however, he never allows those feelings to influence the degree to
which he respects, cares for, and values students.
24. Explanations for Case 5.2
• Distinguishment between a student’s accomplishments and the
value of that student
• Off-task behaviour is not a reflection of character
• Focus on learning task, not personality
• Use specific language
