My Creative Nightmare Case Study Brianna Is Excited To Try O

My Creative Nightmarecase Studybriannais Excited To Try Out A Lesson T

My Creative Nightmare Case Study Brianna is excited to try out a lesson that will foster creativity among her first grade students while they are learning language skills. The lesson creates a great deal of noise and confusion that she didn’t expect, and she is left without a backup plan. I am assigned to a small suburban school with mostly Caucasian, middle-class student population. My first week of school in September was exciting and fulfilling. I helped my cooperating teacher, Ms. Dalstrom, and the students when they needed an extra hand. I listened attentively while my cooperating teacher led lessons, and I observed her carefully. All the while I was thinking of all the creative, hands-on activities I have learned to do in my college classes. Most of the lessons I had observed so far were based on the many workbooks and textbooks that this first grade had to use. I was thrilled when Ms. Dalstrom said, “Brianna, let’s get you started right away. Why don’t you prepare a language lesson for Monday?” I was glad it was Friday so I would have the whole weekend to prepare. After hours of work, I was finally satisfied that I had ready an exciting, creative lesson. Monday morning rolled around and I began with a flannel board story of Jack and the Bean Stalk. My objective was to have the children listen to the story and retell it using pop-out puppets from their books to build language skills and an understanding of story structure. The flannel board story was great! The children were amused by my homemade characters, and they seemed to appreciate my knack for storytelling. After I read the story, I asked the class who could tell me what happened first, next, and last. The group was eager to answer, and they were on the money each time, so I knew their comprehension was good. Then came my wonderful creative activity. I had the children punch out characters from the back of their workbooks. Then I assigned them to groups of four. Each person would have a chance to play each one of the four characters: Jack, the giant, Jack’s mother, and the giant’s wife. The children got into their groups, and the noise began to grow. I expected it to be a rather loud activity since all the children would be play acting, but I was unprepared for how loud it got. This was not a busy hum but a loud roar. I tried to circulate in and out of each group. The groups I listened to weren’t retelling the story; they were making up their own stories. Some of the groups were arguing about what character each person was going to play. Some of the children refused to participate because they couldn’t be Jack. No one wanted to be the giant. The room continued to grow uncomfortably loud. As I was desperately trying to think about how I could get the children quieter and more engaged, my cooperating teacher whispered, “Brianna, do you have a backup plan for this lesson?” I hadn’t thought of anything else for the children to do. In my mind, I had envisioned them intensely acting out the story for the whole time period. Ms. Dalstrom suggested that the children could now begin to review the story sequence. I had no other plans myself, so I told the children, “Put your puppets away and go back to your seats now. Get out your workbooks and begin to color in what happened first in the story, next, and last.” The children reluctantly put the puppets away and moved slowly back to their own desks. I felt defeated. What happened to my activity? I put a lot of thought into it, but you couldn’t tell from the results. The storytelling went well, but not my creative follow-up. What could I have done differently? Questions to Ponder 1. What do you know about classroom management that helps you to analyze the sources of Brianna’s problem? How do routines, signals, the classroom environment, and communicating expected behavior relate to this case? 2. What are appropriate expectations for first graders’ behavior? What do you know about their cognitive, social, emotional, and physical development that could help you plan creative lessons? Refer to the Levine and Munsch textbook. 3. What short-term solution would you suggest when a lesson doesn’t go as expected? How would you adapt Brianna’s lesson? What long-term solutions do you think would help her students? 4. To what extent are worksheets and textbooks appropriate in first grade? How can you develop creative thinking when you are required to use such textbooks and worksheets? BUSINESS LAW CASE 1 Spotlight on AOL – Common Law. Please do not worry about technical application of the term "stare decisis." Stare decisis simply means how similar are the present facts to the Supreme Court case. Please keep in mind that there are two lawyers arguing opposite points of view on this issue. That means that there is no "wrong" answer, only better or worse rationale. AOL, LLC, mistakenly made public the personal information of 650,000 of its members. The members filed a suit, alleging violations of California law. AOL asked the court to dismiss the suit on the basis of a “forum-selection clause” in its members agreement that designates Virginia courts as the place where member disputes will be tried. Under the decision of the United States Supreme Court, a forum-selection clause is unenforceable “if enforcement would contravene a strong public policy of the forum in which is brought.” California courts have declared in other cases that the AOL clause contravenes a strong public policy. If the court applies the doctrine of stare decisis, will it dismiss the suit? Explain. [Doe v. AOL, LLC, 552 F.3d 1077(9th Cir. 2009) (See The Common Law Tradition.)]

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In analyzing Brianna’s classroom management challenges and exploring appropriate developmental strategies, it is essential to consider fundamental principles of early childhood education, classroom routines, behavioral expectations, and the use of instructional materials. Brianna’s experience highlights the dynamic nature of young children’s behavior during creative, participatory activities and emphasizes the importance of preparedness, adaptability, and understanding developmental levels in fostering an effective learning environment.

Classroom management plays a pivotal role in shaping student behavior and engagement. According to Emmer and Evertson (2016), establishing clear routines and signals helps students understand what is expected of them and reduces disruptive behaviors. In Brianna’s case, the lack of a structured backup plan led to heightened noise levels and disorganization. Routine procedures such as consistent signaling for transitions and clear expectations for group activities can significantly enhance classroom orderliness (Simonsen et al., 2012). For example, using visual or auditory cues to indicate quiet time or transitions can cue students to regulate their noise levels and behavior proactively.

Understanding the typical developmental stage of first graders is crucial for designing appropriate expectations. These children are in a stage of increased socialization, imaginative play, and active participation but still possess limited self-regulation skills (Levine & Munsch, 2019). Their cognitive and emotional development influences their capacity for sustained attention, cooperation, and understanding of classroom rules. Consequently, expectations for behavior should be realistic, emphasizing patience, encouragement, and positive reinforcement to motivate compliance (Miller, 2018). For instance, expecting children to remain silent during active storytelling or role-playing activities might be unrealistic; instead, teachers can set expectations that promote respectful, shared participation.

When lessons do not proceed as planned, teachers need effective short-term strategies to adapt and maintain a positive learning environment. One immediate solution is to have alternative activities ready—such as quiet coloring, individual seat work, or reflection exercises—that can be quickly implemented. In Brianna’s scenario, a short-term solution would be for her to redirect the students toward the review activity of story sequencing, which was already planned but not executed due to the disruption. Additionally, employing calming signals, such as a hand signal or a chosen phrase, can help regain student focus without escalating the noise (Simonsen et al., 2012).

In terms of long-term solutions, consistent classroom routines and engaging, developmentally appropriate activities are essential. Teachers should establish predictable schedules, clear behavioral guidelines, and varied instructional strategies that cater to multiple learning styles. Integrating student interests and providing choices within activities can foster ownership and reduce off-task behaviors (Levine & Munsch, 2019). Ongoing professional development on classroom management techniques and behavioral interventions can also support teachers in handling disruptions more effectively over time.

The appropriateness of worksheets and textbooks in first-grade classrooms warrants careful consideration. While these materials provide valuable structure and can support reading and writing skills, excessive reliance might hinder creative and critical thinking. Developmentally, young children learn best through active, hands-on experiences that allow for exploration and imaginative play (Miller, 2018). Creative thinking can be cultivated by supplementing textbook exercises with open-ended questions, arts integration, and interactive activities that encourage students to apply concepts meaningfully rather than memorize facts (Levine & Munsch, 2019).

In conclusion, Brianna’s experience underscores the importance of effective classroom management, developmental awareness, and flexible instructional planning in fostering a positive learning environment. Teachers must be prepared with backup activities, establish clear routines, and tailor expectations to developmental levels. Employing diverse, engaging instructional strategies—including creative activities beyond worksheets—can enhance learning and promote creative thinking. Consistent application of these principles will support first graders’ social, emotional, and cognitive growth while maintaining an organized, stimulating classroom environment.

References

• Emmer, E. T., & Evertson, C. M. (2016). Classroom Management for Middle and High School Teachers. Pearson.
• Levine, M., & Munsch, J. (2019). Child Development from Birth to Eight: A Journey of Discovery. Pearson.
• Miller, S. K. (2018). Child Psychology & Development. Cengage Learning.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2012). Evidence-Based Practices in Classroom Management: Considerations for Research to Practice. Education and Treatment of Children, 35(2), 347-365.
• Bredekamp, S., & Copple, C. (2009). Developmentally Appropriate Practice in Early Childhood Programs. NAEYC.
• Gullo, D. F., & Ferretti, V. (Eds.). (2017). Theories of Childhood: An Introduction to Dewey, Montessori, Erickson, Piaget & Vygotsky. Teachers College Press.
• National Association for the Education of Young Children (NAEYC). (2020). Position Statement: Developmentally Appropriate Practice in Early Childhood Programs. NAEYC.
• Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-Child Relationships and Children’s Success in School. School Psychology Review, 33(3), 445-458.
• Wong, H. K., & Wong, R. T. (2009). The First Days of School: How to Be an Effective Teacher. Harry K. Wong Publications.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.