Scenario 1: Problem 1: Mr. Fowler is having difficulties with his student Sasha in the classroom. Mr. Fowler observes Sasha being off task regularly, and she often appears bored during instructional time. Sasha has lower cognitive abilities in most academic subjects. Sasha’s assignments rarely are completed, and she habitually leaves her supplies in the classroom. When Sasha does turn in an assignment, Mr. Fowler usually finds doodling on her paperwork. Sasha also has poor social skills and does not seem to have many friends. Mr. Fowler regularly finds Sasha by herself in an isolated area during his class’s independent free time. Response 1: Mr. Fowler has met with Sasha’s parents on several occasions. He has positioned Sasha’s desk near his workstation, often directing her to stay on task. Mr. Fowler has been sending emails to Sasha’s parents when her assignments are not completed, and recently, he has decided to let her post her drawings in the classroom to share with her peers after she completes and turns
in an assignment.
Scenario 2: Problem 2: Mrs. Holt is concerned about her student Eric. Although he is an above-average student and a gifted writer, Eric often creates a hostile environment in her classroom. Eric is extremely bossy and is frequently heard arguing with other students. Generally, he rushes through his independent and group work, making numerous careless mistakes. Once his work is complete, Eric then bothers other students while they are trying to complete their assignments. Mrs. Holt wonders if Eric’s home life is affecting him at school. She knows that his parents travel a lot on business, leaving Eric with neighbors or other relatives on a regular basis.
For parts A through D, refer to Scenario 1 and Mr. Fowler’s interactions with his student, Sasha.
A. Analyze one of Mr. Fowler’s actions that would not promote self-awareness with Sasha.
1. Explain a strategy that Mr. Fowler could use that would promote self-awareness with Sasha.
B. Analyze one of Mr. Fowler’s actions that would not promote self-management with Sasha.
1. Explain a strategy that Mr. Fowler could use that would promote self-management with Sasha.
C. Analyze one of Mr. Fowler’s actions that would not promote self-efficacy with Sasha.
1. Explain a strategy that Mr. Fowler could use that would promote self-efficacy with Sasha.
D. Analyze one of Mr. Fowler’s actions that would not promote self-esteem with Sasha.
1. Explain a strategy that Mr. Fowler could use that would promote self-esteem with Sasha.
For parts E through G, refer to Scenario 2 and provide strategies that Mrs. Holt could implement to encourage the topics within each prompt.
E. Describe a strategy that Mrs. Holt could use to encourage positive social interaction with Eric and his peers.
1. Justify the use of the strategy identified in part E with evidence from Scenario 2, including how the strategy would encourage positive social interaction.
F. Describe a strategy that Mrs. Holt could use to encourage self-motivation with Eric and his peers.
1. Justify the use of the strategy identified in part F with evidence from Scenario 2, including how the strategy would encourage self-motivation.
G. Describe a strategy that Mrs. Holt could use to encourage active engagement with Eric and his peers.
1. Justify the use of the strategy identified in part G with evidence from Scenario 2, including how the strategy would encourage active engagement.
H. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
I. Demonstrate professional communication in the content and presentation of your submission.
