Ellie is a ninth grader who has just moved to the community from another city. She is quiet and withdrawn and doesn’t appear to have made many new friends. She often sits alone in the back of the classroom and doesn’t volunteer responses, offer ideas, or engage in class discussions. While she does most, if not all, of the independent work required of her, she does not actively participate in any partner or cooperative activities. She avoids group contact by reading or drawing quietly or asking to be excused to go to the restroom, locker, or office. From all the information the teachers have gathered and their observations, Ellie appears to be able to read and write on grade level.
Mr. Salinas, Ellie’s English teacher, becomes concerned when Ellie’s failure to participate in group activities begins to cause some resentment among her peers. Some students say they don’t want to be placed in a group with Ellie because “She won’t help out and it just drags us down. It’s like she doesn’t even know we’re there.” This problem is also beginning to affect Ellie’s grade in English class because several of the semester competencies and assignments require peer and group interaction. There are upcoming small group literature discussion activities and peer editing and writing support groups.
What should Mr. Salina do to get Ellie to participate?
What possible strategies should be implemented in this case to increase Ellie’s participation?
Have you ever had a student with that type of behavior? Does grade-level play a major role in his/her behavior, personality, or situation?
role in supporting and extending children’s development and learning (EYFS, 2010, online). The second stage links to children who are in key stage 1 (KS1). The children develop words that support play with ideas. The school has a shop corner which contains a till, plastic shopping basket with play foods and plastic money, this allows the children to play within the shop and explore the money. I believe this allows the children to learn as well as play as it’s leveled at their ability. It is important to give the children real life situations and problem solving as the skills can be applied throughout their learning and help them develop into mature adults. Providing the children with hands on experience in certain areas of the curriculum such as EYFS, mathematics and literacy has been taken from Piaget’s theory. The child is observed during a practical activity and his/her engagement and communication skills are recorded (Briggs et al, 2005, p.27). I feel it is important that EYFS, key stage one and key stage two should be closely linked and flexible so the child has the correct skills and knowledge throughout the stages to build their confidence and succeed in the future. As part of a Literacy topic the children had to act out Goldilocks and the three bears. They were put in groups and were given a script. The children had to read the script and act it out. This provided the teacher with information on each child’s cognitive ability and allowed her to assess and set targets for each child. The concrete operational stage ties in with KS2. However, after observing a key stage two there is a change in terms of teaching style and the activities undertaken in EYFS and KS1… The aim of KS2 is to develop the logical process in the learning. Every week the children carry out guided reading, this differentiates from fiction to nonfiction depending on the ability of the child. The children have to read and make sense of the book in order to answer related questions. Finally, the formal operations stage links to KS3 and consists of children working independently and building on existing knowledge. Piaget’s theory allows the child to learn actively and gain knowledge from any mistakes that they make. However, I feel that Piaget’s methods are underestimated and may have a huge impact on learning. When learning the core subjects mainly Literacy and Mathematics, Piaget’s theory ignored the social aspects of the child which unvalued the importance knowledge and culture which led to underestimating the ability of the children. His is widely used in a number of schools, however I strongly feel that the teaching should cover a wider range including the external factors and the environment especially the social and emotional aspects of learning (Isaacs, 1929). On the other hand Vygotsky believed that a child’s learning cannot be separated from its social context. An example of the importance social context has is Piaget’s’ three mountain experiment’. Piaget concluded that children are unable to see things from another person’s perspective (Schaffer, 2004, p.174). In the experiment he used 3 mountains of different sizes and children aged from four to twelve years old. The children sat on one side of the mountain and a doll was placed on the other side. The children were then shown photographs of the mountains from different positions and were asked to choose a photograph the doll can see from her position. Piaget found that children under seven years of age could not see things from another person’s perspective therefore were egocentric (Wood, 1998, p. 66). However the appropriateness of the ‘three mountain experiment’ was questioned. Borke states that children performed poorly due to unfamiliarity and not motivating enou>GET ANSWER