Case Study 1
As a result of the decline in student behavior and low mastery on weekly assessments, change must occur. As the classroom teacher, I would immediately restructure my classroom seating chart. Secondly, I would use the first 20 minutes of the class period to discuss (re-familiarize) the classroom rules:
1. Raise your hands and wait to be called upon
2. Respect yourself and others
3. Stay in your seat at all times
4. No gum, candy, and/or food
Class Motto: “We Don’t Put Down, We Only Lift Up!”
Next, I would introduce a management system. I will begin using tickets. Any students who are following class rules and/or are utilizing “on point” behavior would receive a ticket. In other words, I would give tickets to students who are on task. Students that are focused in class and or during transitions would be given a verbal praise and a ticket. Once a week students would be able to purchase items from the class store. Items for purchase would include pencils, paper, pens, markers, folders, and occasionally food snacks.
As for the student who has caused the most disruptions, I would meet with him during my planning period. I would address my concerns with the student, and try to find out why his behavior is off. As a result, I would draw up a teacher/student contract that both of us would sign. I would explain that any additional outbursts within my classroom would result in a mandatory parent, teacher, student conference. Additionally, I would refer the student to the counselor. Next, I would individually call the other students whose behavior is beginning to decline and conference with them as well. I would explain any other outburst would result in a call home and then a parent, teacher, and student conference.
Goals:
The following goals would be set for the disruptive student:
Goal/Strategy 1: He would need to receive at least 4 tickets per day for week 1. This strategy would make me more accountable to notice when he does meet my expectations of behavior on task. Additionally, positive praise will motivate him to want to receive it more often.
Goal/Strategy 2: I would need to complete all lessons with minimum disruptions. This strategy would require that my lesson were effective, engaging, and well planned out. As a result, student success should be evident.
Goal/Strategy 3: For the coming week, 70% or more of all students must master the standards. This goal would require that each lesson is completed with fidelity. Everyday students would be given an exit tickets. These tickets will give direct evidence as to whether my instruction was effective. Also, it would tell me which standards need more direction before the weekly assessment.
At the end of each week my goals would change.
Case Study 2
If I were having tension with a colleague, I would humbly ask the teacher if we could meet after school. In this meeting I would address my concerns; concerns about the class being chaotic, loud and the fact that they are 10-15 minutes late when the class is transitioning to me. I would assure the teacher that we are a team, and I am here as a concern team player. I would ask is there anything that she needed me to do. Then, I would ask if she were willing to implement a management plan that has been helpful within my classroom. I would then ask her to change his seating chart and even structure her classroom line. This would help to alleviate any problems that may occur in the hallway. Additionally, I would ask her to review or devise her classroom rules and devise a consequence list for any ill behaviors. If those strategies did not work, I would encourage her to conferences with her disruptive students, set parent, teacher, and student conferences and refer the disruptive students to the counselor. I believe it these actions are utilized with fidelity positive change will be the end result.

Case Study 3
If a student walks into my classroom 2 minutes late makes a scene, and puts her head down, I would continue with the explanation of the Do Now with the class. I would not allow the student to take the attention away from the rest of the class. Would I be pleased with that student? NO, however, I would get my class to work before I address the behavior of the student. Once my class was working, I would ask the student to step outside the door. I would stand outside the door and engage in a conversation with the student (while peeking in on the class from time to time). I would ask, “What is going on with you today?” I would explain that sometimes we all get upset, but we can’t take it out on others. I would explain that I am not pleased with how she disrespected my classroom and my students. Additionally, I would explain that this behavior would not be tolerated at all and it should never happen again. She would be instructed that she would have to apologize to me and the class before they transitioned to the next period. If she refused, she would face a consequence.
Case Study 4
If I received a letter from Ms. Dillion, I would call her on my first available planning period to schedule a parent conference. I would pull all computer adaptive assessment data, as well as, teacher made assessment data to truly determine whether the student is or is not making academic gains. From my experience, I have spoken to parents whose child enters my classroom coming from another school and at the other school, the student earned/received straight “A’s.” Now, I’m not saying that the student did not deserve the A’s, but maybe at the beginning of the year the curriculum was a little easier. Each semester the content changes and becomes more rigorous. Additionally, some parents feel “C’s” are unacceptable; however, if the student has put forth his/her best effort and has rightfully received the 75%, I think that is worth praise. I would gladly meet with the parent and devise a plan to help the student be the best student he/she could be.