Case study (Tim) - part one
Summary
TLDRIn a classroom setting, a teacher redirects the class's focus after silent reading, prompting a discussion on writing an exposition. Tim, a 9-year-old, is eager to contribute but feels unheard. When Georgia suggests a topic about cats and dogs, the conversation takes a turn with debates on pets, leading to Tim's frustration. The teacher addresses the situation, emphasizing the importance of collaboration and turn-taking, and later seeks to understand Tim's outburst, aiming to foster a positive learning environment.
Takeaways
- 📚 The teacher asks the students to put their books under their desks and end silent reading.
- 🧒 Tim is a 9-year-old boy in Grade 4 who lives with his family.
- 🎬 Tim enjoys reading books and watching movies.
- 🎓 Tim is attentive in class, but his teacher is concerned about his behavior.
- 📝 The teacher engages the class in a discussion on how to write an exposition.
- ❓ Tim is unsure about what to write next in an exposition.
- 🐶🐱 Georgia suggests writing about cats and dogs, sparking a class discussion.
- 🚫 Tim feels frustrated because he isn't given a chance to speak.
- 🤝 The teacher emphasizes the importance of working together and taking turns to speak.
- 🗣️ Tim finally expresses his desire to write about cats and dogs.
- 🙏 The teacher appreciates Tim for talking about his frustration.
Q & A
What is the setting of the transcript?
-The setting is a classroom where the teacher is interacting with students, specifically Tim, after a silent reading session.
What is Tim's age and grade?
-Tim is a 9-year-old boy in Grade 4.
What does Tim enjoy doing in his free time?
-Tim loves reading books and watching movies.
How is Tim described as a student in class?
-Tim is described as a competent and attentive student.
What concern does Tim's teacher have about his behavior?
-The teacher is concerned about Tim's behavior during discussions, as he appears to be upset and not participating effectively.
What is the initial task the teacher assigns to the class?
-The initial task is to write an exposition, starting with an interesting title.
What idea does Georgia suggest for the exposition topic?
-Georgia suggests doing the exposition about cats and dogs.
What causes Tim to become upset during the discussion?
-Tim becomes upset because he feels he is not being allowed to express his opinion about the exposition topic.
What does the teacher emphasize about the class discussion?
-The teacher emphasizes that students should work together, take turns to speak, and not yell during the discussion.
What does Tim want to say about the exposition topic?
-Tim wants to say that he would like to do the exposition about cats and dogs.
What does the teacher do after the class discussion to address Tim's behavior?
-The teacher thanks Tim for talking to her and expresses appreciation for the conversation, indicating a desire to understand why Tim got angry.
Outlines
📚 Classroom Dynamics and Tim's Dilemma
The script begins with a classroom setting where students are asked to put their books away and sit attentively. Tim, a 9-year-old Grade 4 student, is described as a competent and attentive student, yet his teacher has concerns about his behavior. The class is discussing the next steps in writing an exposition, and Tim is struggling to contribute due to his classmates' interruptions. The teacher encourages a collaborative and respectful environment, and Tim expresses his desire to discuss cats and dogs, indicating his frustration with not being allowed to speak.
Mindmap
Keywords
💡Silent Reading
💡Exposition
💡Competent Student
💡Behavior
💡Cats and Dogs
💡Idea
💡Debate
💡Anger
💡Invisible
💡Working Together
💡Turns to Speak
Highlights
Transition from silent reading to group activity with teacher's instructions.
Introduction of Tim, a 9-year-old Grade 4 student living with his family.
Tim's interests include reading books and watching movies.
Tim is a competent and attentive student, but his behavior concerns his teacher.
Teacher's focus on grabbing the readers' attention in writing.
Teacher prompts Tim for ideas on what to write next in an exposition.
Tim is uncertain and needs help from his classmates.
Georgia suggests writing about cats and dogs, which receives positive feedback.
Discussion among students about the topic choice, preferring cats over dogs.
Tim feels frustrated as he is not being allowed to speak.
Teacher addresses Tim's frustration and reminds the class to work together and take turns speaking.
Tim finally expresses his desire to write about cats and dogs.
Teacher appreciates Tim's effort to communicate and acknowledges the previous incident of anger.
Overall focus on collaboration and communication in the classroom setting.
The importance of managing classroom behavior and ensuring every student's voice is heard.
Transcripts
Ok can everyone please put your books under their desk?
Silent reading is over. Arms folded, sit up straight.
Tim is a 9 year-old boy in Grade 4.
He lives with his mum, dad and his 15 year-old brother.
He loves reading books and watching movies.
Tim is a competent student who is very attentive in class
but his teacher is a little concerned about his behaviour.
So we grab the readers' attention.
Okay, Tim what do you think would be the next thing
that we would need to write in an exposition?
What kinds of things would you put
after you'd written an interesting title,
where would you go from there?
I, I don't know
Okay, does anyone think they can help Tim out? Georgia?
We could do it about cats and dogs
I have an idea; we could do it about cats and dogs.
But, I, I
That's a great idea. Yeah, yeah.
That's a good idea. Dogs or cats are better?
No cats, cats.
Goldfish?
No goldfish, no, cats are better. No but cats
Cats chase birds and kill them.
No but, that
I'm not invisible you know!
Tim, what's wrong?
They won't let me say anything.
Okay well we don't need to yell.
What should we be doing at the table?
We should work together
We should be working together and taking turns to speak.
What would you like to say Tim?
I want to do it about cats and dogs, but,
Thanks for coming and talking to me, I appreciate it.
I just wanted to talk to you about why you got so angry before.
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