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Scenarios

The document provides 5 scenarios describing challenging classroom situations teachers may face: 1) A story reading activity outdoors is interrupted by tired, hungry children who are not engaged. The environment and lack of planning negatively impacted behavior. 2) A child refuses to put a toy away at dinner time and throws the toy when directed. 3) Two boys are whispering and distracting others during an important lesson. Their behavior needs to stop to allow learning. 4) A disrespectful girl tells the teacher to "f*** off" in front of the class after laughing at being challenged. 5) A group refuses to do a collaborative task, calling it pointless and boring, challenging the teacher's

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MANUEL BACARAC
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190 views2 pages

Scenarios

The document provides 5 scenarios describing challenging classroom situations teachers may face: 1) A story reading activity outdoors is interrupted by tired, hungry children who are not engaged. The environment and lack of planning negatively impacted behavior. 2) A child refuses to put a toy away at dinner time and throws the toy when directed. 3) Two boys are whispering and distracting others during an important lesson. Their behavior needs to stop to allow learning. 4) A disrespectful girl tells the teacher to "f*** off" in front of the class after laughing at being challenged. 5) A group refuses to do a collaborative task, calling it pointless and boring, challenging the teacher's

Uploaded by

MANUEL BACARAC
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd

SESSION GUIDE NO. 2. ACTIVITY NO.

2
Scenario 1

You have decided to conduct outdoor story reading activity. The morning
has been hot and windy and the children are tired, hungry and thirsty. The
children are crowded together and a number of them are fidgeting and
touching others. Two younger girls in the group are talking and laughing. The
story is continually being interrupted as you manage the behavior of the group.

A. List two environmental factors that are negatively contributing to children’s


behavior.

B. List two developmental skills that a child would need to be able to manage
their behavior within the group.

C. Make two suggestions how the teacher could have better planned the
activity

Scenario 2

Your child is playing with a fire truck, but now it is time for dinner. You
want him to put away his toy and get ready to eat. Your child continues to play
with his toy, even after you know you have his attention and you give a simple
and specific direction. Your child follows your direction to put the toy away, but
he stomps across the room and throws the truck in the toy box.

Scenario 3

You are teaching a didactic, discursive lesson which requires you to


explain a particularly important point to your class. Much of the learning for
the unit hinges upon the children’s understanding of this point. At the back of
the class, 2 boys are sniggering and whispering to each other, and clearly
distracting others. They speak only when you are speaking and when you stop,
they stop. When you challenge them about this behaviour, they deny any
inappropriate activity and then look at each other with knowing smirks
plastered over their faces.

What are the reasons for this behaviour and why do you need to stop it? What
might be an appropriate plan of action?
Scenario 4

You have class which is a mixed group. The class has just come from a PE
lesson, and it is a Thursday afternoon, last period of the day. There is a bit of difficulty
in settling them down, and they are late for the lesson, which has eroded your
careful plans for them. There is a group of girls who are clearly not interested in
participating in the class discussion which you are attempting to hold. You challenge
them about this, and they simply laugh at you. One particular girl, who has caused
considerable difficulty to you during the year and who has difficult home
circumstances, makes it quite clear that she thinks your classes are irrelevant, boring
and a waste of her time. When you respond to this, she tells you to f*** off. The rest of
the class are hushed, waiting on your response.
Why is she behaving in this challenging way? What do you do in the light of this
blatant challenge to your authority? How do you cope with the girl’s learning needs?

Scenario 5
The class is working in groups, using stimuli from worksheets which have been
distributed to them. The lesson has been carefully set up with appropriate resources,
including ICT resources using the class computers. The pupils are required to discuss
the material and then to solve the problems with which they are presented in a
collaborative manner. As the lesson progresses, you become aware that one of the
groups is making more noise than the others, so you investigate. You discover that
they have not, after 15 minutes of the task, even begun to address the material and
they are chatting aimlessly. There is a carry-on developing here. When you encourage
them to participate, they announce that the task is pointless and boring and that they
are not going to do it.

How do you get them on-task? What do you do about this blatant challenge to your
authority?

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