EDU518B
Case Study #1
Mr. B has a group of four students returning from special education support during his writing
lesson. The timing of these transitions has created a scenario that has elicited behavior
concerns and students falling behind in their writing studies. Mr. B needs to strategize a different
approach to this time in order to fully support all that is in his classroom. By implementing
classroom rules and procedures, supporting expectations consistently and reevaluating
established norms he can reorganize his classroom in such a way they increase the synergy
within the culture of the class.( Everston, C., & Pool, I. 2003)
Implementing Classroom Rules and Procedures
Rules and procedures must be explicitly taught in order to define the boundaries in which
students will practice the procedures expected by the teacher for the classroom( Everston, C., &
Pool, I. 2003). According to Brophy, (1998) the teacher who sets expectations and procedures
for students creates an environment that students feel safe and welcome in and can better
participate in instructional activities. I would suggest that Mr. Brewster re-evaluate or create
procedures and expectations for this transition, clearly teach them, and strictly implement them
during this time.
Supporting Expectations Consistently
According to Everston and Pool (2003), positive behaviors will increase when Mr. Brewster
increases his attention to what is desired and doing so consistently. After clearly teaching and
providing supports to meet expectations. Mr. Brewster should purposefully strive to reinforce the
desired behavior when witnesses in class with a very regimented reinforcement schedule until
the behavior is automatic.
Reevaluating Established Norms
The transition the students returning from special education is unique to them. They may
understand the expectations of the classroom, being quite, respectful and on task. However,
they may struggle on how to apply them in their unique practicum or lack to the skill to problem
solve the strategy to their unique situation since they have no one else to model behavior after.
Everston and Pool (2003) encourage consistent reflection on how the norms may need to be
reevaluated to meet the changing needs of the classroom. Mr.Brewster may want to consider
adapting the time surrounding this transition to better suit the students in his classroom. This
could look like adjust the schedule to suit a period that is more open to a transition that requires
settling or providing unique support to the students returning from special education support to
meet their needs specifically that may venture away from the practices of the majority of the
class in this time period.
Resources
Everston, C., & Pool, I. (2003). The Iris Center: Case Study Unit. ​Establishing Cultural Norms
and Expectations​. Retrieved from https://iris.peabody.vanderbilt.edu