Educ302 Case Study

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| Case Study B (see ch. 6 in Borich text for complete case study) A time-honored consequence for classroom tardiness is after-school detention or some other mild punishment. In today’s lesson, Mr. Scott incorporates tardiness into his grading scheme by taking away 10 points from the discussion grade for those late to class. However, students can regain these lost points by making positive contributions to the commentary. Discuss some positive and some negative aspects of Mr. Scott’s way of dealing with tardiness in the preceding case history. When reading what Mr. Scott wanted to do for his class, my first response was that’s not fair at all, not allowing Susan to participate in the discussion seemed unfair to her and her development as a student. It may send her the wrong message that being too smart is not good practice to keep. “Susan is an “A” student and according to Mr. Scott she tends to do dominate the classroom exchanges” (Borich. 2011). I believe this is a negative aspect of his lesson and he should find another way to manage Susan and her outburst.Although I first disagreed with Mr. Scott, his lesson plan idea seemed to work for him. Mr. Scott had problems with students coming to class on time, and constantly asking for hall and bathroom passes, and constantly disrupting the class (Borich, 2011). The students also use to wait for Susan to answer the questions; “students sometimes wait to hear her ideas rather than volunteer their own” (Borich. 2011). He created the graded discussion to try and students to stay in class and also to keep they focus on the subject so they can be fully prepared for the test, I found that to be a very good aspect of his plan. As the grades discussion began the students seemed hesitant at first but soon one by one the students started to answer question with confidence. Reading how the students finally started to

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