Ed Psych Case Study: Assignment #2

Bobby Whitford, Jean Tabot, Karin Wall, Travis Rapuano

Situation:
Mr. Dillion is teaching a science lesson to the entire first-grade class. While Mr. Dillion is
talking, several students are also talking. Mr. Dillion reprimands the students and they stop
talking. A few minutes later, several other students begin talking. Mr. Dillion tells them to stop
and they stop. When Mr. Dillion finishes the lecture, he instructs the students to work in small
groups on the experiment he has just demonstrated. After a few minutes of group work, the noise
level in the room becomes unbearable and Mr. Dillion has to shout at students to get them to
listen. When they are silent, Mr. Dillion tells them to work on the experiment quietly. After
several minutes, the noise level in the room once again become unacceptably loud. Mr. Dillion
shouts and scolds his students once again. This pattern continues throughout the day.

Causes:
In Mr. Dillions first grade classroom, he is teaching a lesson and has trouble keeping the
students from talking. As the class transitions into small groups, the noise level in the classroom
increases several times and Mr. Dillion is eventually raising his voice to try and keep the students
quiet.
In this situation the teacher does not have control of the classroom. During his direct
instruction part of the lesson, Mr. Dillion is expecting the students to sit quietly and listen. This
may not work for some students and cause them to become bored and distract other students. In
this case, Mr. Dillions expectations for a quiet classroom are not being met. Perhaps the students
have never been told what the expectation and consequences are, as students continue to talk
shortly after they have been asked to stop. In chapter 12 of the textbook, discipline and proper
procedures for how to deal with issues in the classroom are addressed. (Woolfolk, Winne, and
Perry, 2013) In particular, negative behaviour should be stopped quickly and effectively. While
Mr. Dillion is attempting to stop the behaviour, it is continually occurring and his methods are not
proving to be effective in achieving his goals of a quiet classroom. Mr. Dillions poor classroom
management is one of the main causes for this behaviour.

Another cause for the students poor behaviour could be that they are not engaged in the
lesson or the activity. Mr. Dillion does not assess why the students may be talking and simply
continues to ask them to stop. The students that are talking have something that they feel is more
interesting to discuss than the lesson. The teacher is not reading the room to determine why the
students are talking, resulting in a disconnection between the students, the teacher, and the lesson.
In chapter 11, Maslows hierarchy of needs is discussed as an essential part of student learning.
(Woolfolk, Winne, and Perry, 2013) If students basic needs are not met, they will not be able to
focus on learning and as a result will not be engaged in the lesson.
Additionally, students may not be interested in the material for a multitude of reasons.
For example, students may not understand the lesson and feel lost, resulting in disinterest that
would direct their attention elsewhere. It is important to determine the students zone of proximal
development and not force them too far outside of that zone. (Woolfolk, Winne, and Perry, 2013)
On the other hand, the students who are talking may have already learned the material and are at a
different stage of learning than the others. While it is difficult to engage everyone, the teacher
needs to be aware of all students and their cognitive levels when preparing lessons so it
incorporates all the learners.
Students who are not interested in the material are often not motivated to pay attention.
Motivation is an important factor for students and can help prevent issues that may arise in the
classroom. These grade one students may not be able to sit through a longer lecture, especially if
it does not hold their interest or have a visible purpose. Having the students follow along with a
worksheet or including a discussion element to the lesson may motivate students to pay attention
because there is a possibility they might get called on or have to hand in their notes.
The environment may also be a contributing factor in this situation. The students may not
know, understand, or have forgotten what is expected from them in this type of learning

environment. Mr. Dillion may not have clearly stated what the environment is supposed to look
like when he is instructing. By yelling at the students and raising his voice, the teacher is not
creating a positive learning environment or communicating with the students properly. Rather
than expect the students know what to do, the teacher should continually restate the expectations
so that students are always aware of how to conduct themselves in the classroom. Additionally,
the physical setup of the classroom and seating arrangement may not be ideal. Students may be
seated too close to their friends or too close to each other in general. The teacher needs to know
which students are chatty and how to properly arrange students to ensure they are not always
talking.
Lastly, students may not be given enough instruction on how to properly transition
between lessons and group activities. Letting all the students move at once would lead to a high
level of noise that could make it difficult for groups to stay on task. Some students may become
overwhelmed and lose focus on what the lesson was about. Proper instruction on how to
transition and only letting a few groups move at a time would be a way to reduce the noise level
when utilizing group work.

Action Plan:
* Ideally these steps would be taken prior to executing a lesson, and expectations would be set at
the beginning of the year.
1. Create an engaging lesson.
In this situation, the students do not seem to be engaged in the lesson or the activity because
they are talking and not listening to the teacher. When students are not interested in the material
they are more likely to get off task and become a distraction to other students. Mr. Dillion's style
of direct instruction may not have been the best choice, especially if he wanted the students to
work in groups afterwards. It is crucial to take preventative measures for disruptions and
misbehaviour by avoiding uninspiring lesson plans (KSA 6). Minimizing behaviour problems
should involve meeting students learning needs by keeping lessons relevant, personalized, and

connected to students and incorporating variety, contrast, novelty, and enjoyment (Roscoe, 2012).
Designing lesson plans that combat the various learning styles (auditory, visual, kinesthetic) as
well as creating moderate challenges at an appropriate level of difficulty will keep students
engaged while striving for excellence (KSA 5, 9). Other considerations for lesson planning should
involve time management, creating engaging class discussion, and student involvement into the
lesson itself. In this situation Mr. Dillion should have noted that the students were not interested
in the lesson. Due to the fact that they were chatty, Mr. Dillion could have asked them all a
question and then allowed them to discuss their ideas in small groups and let them share with the
class. Having the students become a part of the lesson might draw some of the more chatty ones
into the material and give them a positive forum to express themselves.
a. Set expectations on classroom conduct to facilitate a positive learning environment for
all students.
According to the text, goals motivate individuals to determine where they are and where they
want to be, which drives them to get to that point (KSA 7). (Woolfolk, Winne, and Perry, 2013) In
this particular situation, it may be assumed that classroom expectations that involve respect for
the teacher and other students were not discussed at the very beginning. (Woolfolk, Winne, and
Perry, 2013) Mr. Dillion expects the students to listen while he is speaking, but it seems that the
students are unaware of or disregard this expectation. This complicates the whole classroom
management process because there are presumably no rules in place that set expected behaviours
in order to create a positive learning environment. The importance of creating effective
procedures should be a goal for every teacher to implement these strategies into their classrooms.
Students should also be given goals to achieve that focus on proper behaviour and ways to meet
these expectations. These rules and goals should be well-defined expectations for what, when,
and how things should be carried out. Behavioural expectations may include: mutual respect for
both the teacher and for other students, listening when someone else is the speaker, raising your
hand when you have something to say, etc. (KSA 8). When clear expectations are carried out

habitually, they become routine. Having visual aids for the teacher and students to reference
solidifies the importance of creating a positive learning environment. When things start to get out
of hand, the teacher can point to the classroom expectations on the wall and use positive
reinforcement to manage behaviour.
a. If noise level becomes too loud, stop the students and have attention focused on the
teacher.
This is where the importance of classroom management strategies is most useful. Mr. Dillion
clearly did not know how to handle his noisy class effectively and appropriately. By yelling at his
students, he only enabled them to talk more loudly. Here we can refer to Step 2 and the use of
visual aids and strict outlines of classroom expectations and behaviour. Using visual aids to refer
to when noise levels get out of hand will constantly remind students of how they should behave in
the classroom. Some teachers implement a physical chart or meter that represents where they
want the noise level to be and where the noise level is currently. Students then have a chance to
change the noise level themselves and face consequences if they have to be asked. Using positive
reinforcement will also encourage students to pay attention. For example, if the class starts to get
out of hand and little Sally is sitting quietly and attentively, you could say, thank you for being a
great role model to the class, Sally. This will instinctively lead other students to look and follow
in that example for the same recognition. Other classroom management strategies include: turning
off the lights when noise level gets too high, playing music that was set as a cue for quiet time
when expectations were laid out, counting down, clapping, etc. It is also important to recognize as
a teacher that students may need a break every now and then, so assessing student behaviour
between lessons and allowing breaks accordingly will give students a refreshed frame of mind for
the next lesson (KSA 1, 5, 7, 8).
a. Using proper disciplinary procedures.
Students should know that group work is a privilege. When students take advantage of these
privileges, they should be taken away. Mr. Dillion could reiterate the importance of this privilege

before the students engage in group work, so that they know to keep their noise levels in check.
Chapter 12 in the text states that discipline involves stopping problems quickly, which consists of
redirecting behaviour as much as possible (Woolfolk, Winne, and Perry, 2013). This could mean
offering a choice that students are comfortable with, but one that will stop the behaviour.
Rearranging seating arrangements may also curb unwanted behaviour, as the teacher is often most
aware of who may or may not work well together. Other combative measures could include the
use of nonverbal cues, such as making eye contact or moving closer to a student that is
misbehaving, or verbal cues like asking the student a question. Reminding students of the
expectations and getting them to restate them as a class will put emphasis on positive behaviour.
When students do not cooperate, they may be asked to sit somewhere else, a privilege may be
taken away, or they may even be kicked out of the classroom. (KSA 7, 8)
a. Use a reward system.
Since Mr. Dillions class consists mainly of five and six year olds in grade one, a viable
option would be to create a reward system that encourages positive behaviour. Younger students
tend to strive for recognition through rewards, and a great example of implementing a reward
system would involve giving students tickets for positive behaviour. For example, little Sally,
once again, is the only one in class who is sitting quietly and attentively. Mr. Dillion could hand
her a ticket, making sure the others in the class witness him giving her a ticket. Students will see
this and follow in her example in hopes that they too, will get a ticket. If students have collected
five tickets throughout the week, they are given a reward as a token of appreciation for good
behaviour. (KSA 1, 7, 9) A reward system is especially useful for some students who do not
respond well to discipline. Rather than giving a student detention or sending them to the
principals office, students have the power to achieve or not achieve their own rewards. Giving
the student a reward for good behaviour and ignoring a bad behaviour, within reason, will teach
the student that only their positive actions will receive attention. Also, taking away a reward if a
student continually fails to follow the rules can be an effective strategy. A classroom reward is

another positive way to reinforce behaviour. In most cases, students will reprimand their peers for
not following the rules because they all must have good behaviour to receive the reward. Rewards
must be attainable, but students must also miss out on a reward if their behaviour is not
acceptable.

Reflection:
a.

How might this plan of action be perceived by the student/s?

If clear expectations are set at the beginning of the year, students should be more

receptive to the consequences that occur from deviant behaviour. Students who have not been told
what the expectations are may not respond well. They may not respect the teacher and resent
being told how to behave when they have had no prior instruction. Utilizing a reward system
would likely be well received, as students will often work harder to achieve a goal when they
know there is a reward attached to the outcome.
b.

How will it affect the learning climate of the classroom?

If the students are taught to be respectful of the teacher and listen when instructions are

given, the teacher will be able to get through the lessons much quicker. This would allow more
time for students to finish their work and achieve the goals or rewards they have set. The
classroom should be a calm, quiet space that will encourage group discussion, but not become
unbearably noisy. The teacher and students would probably be happier because the teacher would
not have to yell and the students would not be scolded.
c.

What could have been done to prevent the problem in the first place?
In this situation, Mr. Dillion could have remained calm and chosen not to yell at the

students. He should have tried several strategies, such as explaining to the students why it is
important not to talk while he is talking or asking students who are talking to move to another

area. He also could have changed up his lesson when he noticed the students were not engaged
and taken notes for next time.
Proper classroom management strategies should have been implemented at the beginning
of the year with clear and direct rules that focus on positive behaviours. Students should know
what consequences to expect if they do not follow the rules. A reward system could also have
been implemented at the beginning of the year so that students have something to work towards
each week/month/or year depending on the goals. Having a visual representation of a classroom
goal would be an excellent way to inspire students, especially those who are more visual or need
more reminding.
d.

Who needs to know about this plan?

The teacher and any educational assistants, such as EAs, substitute teachers, the

principal, or anyone in the classroom should know about this plan. Anyone who works with these
students would need to know what procedures and expectations are in place, as it would provide
consistency to the students. Knowing what is expected of the students allows the teacher or
instructor to effectively deal with students who are not following the rules set out for them.
Students should also have a guideline or understanding of what behaviour is acceptable and what
measures will be taken if they choose not to follow them.

Strategies Handout
Case Study: In Mr. Dillions first grade classroom, he is teaching a lesson and has trouble
keeping the students from talking. As the class transitions into small groups, the noise level in the
classroom increases several times and Mr. Dillion is eventually raising his voice to try and keep
the students quiet. The challenging behaviour in this case study is the off topic conversations and
student interruptions during class.
Possible intervention strategies
Mr. Dillion could have started off by not yelling at his students. When Mr. Dillion is
yelling, he is demonstrating inappropriate behaviours to his students. The students could perceive
yelling as a way to communicate among their peers, and Mr. Dillion is therefore modelling
inappropriate behaviour. We are going to explore possible appropriate strategies to ensure that
this does not happen again.
Setting clear rules and expectations is one possible strategy Mr. Dillion could have used
to prevent this classroom behaviour. Having the students understand that they are to be quiet
while the teacher is talking is one possible method to keep noise levels down during a lesson. One
rule that Mr. Dillion should implement for his classroom is to use inside voices or whisper when
during group. If students are talking and it is too loud or does not pertain to the lesson, Mr.
Dillion should advise the class that they are breaking the rules and that this is unacceptable. This
would work well for students of all age levels and setting acceptable standards at the beginning of
the year will help students to know what is expected of them.
Including time in class for the students to have a brain break can be a very beneficial for
students learning. When students are starting to get off topic and lose focus it can help to get them
moving and engaged in some sort of physical activity for a short period of time. Mr. Dillions
lesson was structured as direct instruction and resulted in having the students sit for a long period
of time. If he would have broken it up with a movement break such as a game of freeze dance
the students could burn off a little energy and re-focus on the lesson. Movement or brain breaks

should be incorporated in all grade levels, as the grade level increases the songs or movements
could also become more advanced.
Getting to know your students on a personal level can help you create smart seating plans
and help to separate students that are prone to getting off topic. It is important to keep in mind
which students work well together and which ones do not when having the students work in
groups. If students get off topic when working in groups subtle cues such as making eye contact
or standing near the group could help them re-focus, but it could be necessary to split up certain
students. Mr. Dillion could have assigned groups before the class started so that some issues
could be prevented.
Creating engaging lessons is another possible strategy for Mr. Dillion to keep his
classroom noise levels down. Mr. Dillion has chosen to lecture to his students, which could result
in some confusion because he is only delivering one teaching style to all his students. If Mr.
Dillion could provide some visual and kinaesthetic components to his lesson, the classroom might
be more engaged and less likely to get off topic during group work. With a more diverse lesson,
more of the students should have a better understanding of that specific topic, and group work
would be more efficient. This would be effective for all age groups as all students learn
differently. Providing engaging lessons for students will demonstrate the teachers passion for
their job, and could help motivate students to put in more effort into schoolwork.
Positive reinforcements such as reward systems could also be beneficial to manage
student behaviours in the classroom. Some examples could include sticker systems, golden tickets
for weekly draws, token systems, etc. Students are more likely to behave appropriately when
motivated by a reward. This could be useful for students of this age group because they can feel a
sense of accomplishment when they receive a reward for a positive behaviour. If Mr. Dillion had
a reward system in place, such as stickers, he could have told the students that if they kept talking
out of place they would lose a sticker. Elementary school grades would benefit more from

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rewards such as, stickers and tokens, where as a high school class might be motivated by the
opportunity to earn something like a pizza party or bonus marks.

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Works Cited
Roscoe, K. (2012). An Introduction to Curriculum & Instruction. Canada: First Choice
Books.
Woolfolk, A., Winnie, P., & Perry, N., (2013). Educational Psychology, Sixth Canadian
Edition. Upper Saddle River, NJ: Pearson Canada Inc.

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