Shandra Is a Fifth Grader

Shandra is a fifth grader in Mr. Washington's class and she receives Title I tutoring for math. The first problem that comes to light in the case study is with the teacher's expectations. Mr. Washington notes that Shandra's math grade is low although she is receiving outside help, as if participation in Title I assures that the student can keep pace with her peers in the regular classroom.

It is the goal of Title I to bring students up to grade level, but in the real world, this is not always the case. A student like Shandra may still struggle. The case study does not tell the reader how long Shandra has received Title I assistance; perhaps because it is just the end of the first marking period, Shandra has not yet spent enough time in remediation. The fact that Mr. Washington "wants to provide instruction that will offer Shandra a chance to succeed" is a positive note.

This indicates he cares about his student and will likely be open to new ideas about how best to reach her and help her make progress in mathematics in his classroom. There are two STAR strategies that Mr. Washington can employ to boost Shandra's achievement: rethinking classroom rules and procedures and reevaluating established norms. "Classroom rules are a teacher's stated expectations for students' behavior. Classroom procedures are patterns for accomplishing classroom tasks." Mr. Washington has strict rules about talking in his class.

Rules are a necessary tool for effective classroom management. If the teacher cannot keep order, it is difficult, if not impossible, for learning to take place. Mr. Washington is comfortable in a very structured environment in which he is clearly in charge. A student like Shandra, who is accustomed to sharing freely in Title I, may feel intimidated. It appears that Mr. Washington does most of the talking in his class, and Shandra may feel shy about asking permission to speak.

It might feel strange to be called upon when she is used to participating in conversations about mathematical thinking. Mr. Washington's procedure for talking about math with a peer may seem too formal and structured. "Reevaluating established norms is the practice of reflecting upon, and adjusting as necessary, the accepted classroom norm." Mr. Washington's teaching style includes lecture, independent practice and carefully controlled interactions between students. Because Shandra has been successful in Title I but unable to carry that over to the regular classroom, Mr.

Washington must work with his colleagues to determine which parts of the Title I experience can be replicated for Shandra in the classroom. Mr. Washington has set goals for himself and for Shandra. He wants her to increase her conversations with peers about mathematical thinking and improve her overall grade in math. Mr. Washington can help her do this through the goals he has set for himself, to increase use of partner work and provide more opportunities for students to vocalize their mathematical thinking.

He can begin by reducing the amount of time he lectures to his fifth graders and make the lessons more interactive. He can still maintain control of the class by setting rules for discussions (e.g., students must raise hands to speak, only one person talks at a time). He can included guided practice in his lessons before assigning students independent seat work. This provides another opportunity for children to express their.