SCENARIO
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 She is quiet and withdrawn and doesn’t appear to have made many new friends.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?
Sample Solution
