CASE STUDY 1
Case Study One: Marcus-Classroom
Arrangement
EDG 3201
Jeffrey Ahrens
11/11/2012
Case Study 1
Background
Student: Marcus
Age: 7.5
Grade: 2nd
Scenario: Marcus is quite the active kid. He tends to be easily distracted, and has problems focusing on
the task at hand. Marcus is always in constant motion, which makes the teacher believe he is off task.
Marcus especially seems to be off task when the teacher is doing group work. The teacher made a chart
looking at the possible distractions Marcus faces. The teacher believes that there are some things that
need to be changed, and has set forth goals for Marcus to reach.
Goals:

Increase the quantity of time on-task during independent work

Increase the number of independent assignments completed

Decrease the number of interruptions to the small group instruction
Strategies, Items moved, and how it relates towards Marcus goals
1. Minimizing Distractions- “Areas where many students gather and areas that receive constant
use can be sites for distraction and disruption.” (Evertson & Emmer, 2013). According to the
graphics depicted, Marcus is sitting in front of the group lesson table and the trash can. Students
as we know are constantly throwing things away. This distraction could cause him to engage in
conversation with other students, and play around by shooting paper balls into it. Having the
cooperative group table in front of Marcus is also maintaining his attention. By placing the trash
can in the corner and away from Marcus, he will remain better focused. It would also be a good
Case Study 1
idea to move the cooperating tables to a different part of the room, so it doesn’t interfere with
Marcus’ independent work. If both of these issues can be resolved, we can increase the quantity
of time on-task during independent work goal.
2. Matching Arrangement to Lesson Plan- In creating a good classroom management plan, “You
will need to think about the main types of instructional activities that will take place in your class
and then organize the seating, materials, and equipment compatibly.”(Evertson & Emmer,
2013). Having Marcus placed in the back of the room behind desks and other distractions, is not
conducive to promoting on task behavior. I would move Marcus to the front of the room, near
the teacher’s desk. By doing this, he can stay better focused on the daily assignments on the
blackboard. He also will be under better watch being so close to the teacher’s desk. I think by
doing this he can accomplish more independent work, which is one of his goals.
3. Movement with ease- Marcus is a student who seems to be constantly moving, and having
trouble sitting still during independent work. Instead of tirelessly reminding Marcus to sit down,
embrace his energy. Let him stand up and work on his assignment, only under the condition that
he stays around his table. Give him an ample amount of space around him, so he doesn’t feel so
trapped. An easy way to get rid of him getting up to get supplies or re-sharpening his pencil is to
get him to keep extra supplies on or inside his desk. He needs to make sure that he is well
supplied before the class begins. Putting these procedures in place for Marcus will help minimize
distractions, when the teacher has to work with students in small groups. By following this, he
can accomplish the teacher’s final goal of decreasing the amount of interruptions to the small
group instruction.
Case Study 1
Reference Page
1.
Evertson, C., & Emmer, E. (2013). Classroom management
for elementary teachers. (9th ed.). Boston: Pearson.
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Case Study One: Marcus-Classroom Arrangement