Case Study # 3 Final Score 6/8 or 75%

Loredana Perrone
TED 626
Robert Birdsell
National University
July 18, 2015
Case Study Reflection
One thing I found interesting is that it is a very proactive idea to
take part in the acquaintance activities [I] have planned to assist the
class in getting to know each other. In a sense this makes the teacher
be part of the classroom not just the person giving out homework.
Marzano gives plenty of ideas that I can use in order to get to know my
students better. It doesnt necessarily have to be the activities in class
at the beginning of the year. For example, meeting students at the
door as they come into class and saying hello to each child, making
sure to use his or her first name, (Marzano, 2003, p. 53). This shows
that I have taken the time to know each of their names, and then
participating in those activities at the beginning of the year will further
my knowledge of my students in a way that we can get to know each
other as individuals.
Additionally, another thing I can do in order for my students to
know that I care about them and respect them, is being more visible
in areas such as the hallway, playground, and even the cafeteria
(Case Study #3). Working as an ELDA and lunch aid, many students
just saw me there as a person supervising them, however, the students
who were in the classroom with me saw me as more than just a lunch
aid during that half an hour. Marzano says that, virtually anything you
do to show interest in students as individuals has a positive impact on
their learning, and example he gives of this is, singling out a few
students each day in the lunchroom and talking to them (Marzano,
2003, p. 53). During lunch duty I was available to students to talk to
me, and students were available for me to talk to them, which made
them feel, or at least they made it seem like they felt we knew each
other and had mutual respect for each other as well.
Finally, if there are some students who I still cannot seem to
connect effectively with, a great strategy is to examine the extent to
which [I] am communicating appropriately high expectations to all
students (Case study #3). Research indicates teachers generally
respond more favorably to students that perceive as high achievers.
High achievers receive more response opportunities, are given more
time to answer questions, receive more positive, nonverbal feedback
such as smile, nod, and wink, and are less likely to be ignored, (Case
Study #3). As an educator my goal is to make sure all of my students
are successful, and I would do anything and sue any resource to make

Case Study # 3 Final Score 6/8 or 75%

Loredana Perrone
TED 626
Robert Birdsell
National University
July 18, 2015
sure that happens, so if I make sure all of my students are successful,
it will be less likely to have problems interacting with any students.

Case Study # 3 Final Score 6/8 or 75%

Loredana Perrone
TED 626
Robert Birdsell
National University
July 18, 2015
References:
Marzano, Robert. Classroom Management that Works: Research-Based
Strategies for Every Teacher. (2003). Association for Supervision
and Curriculum Development (ASCD). Danvers, MA.
Case Study #3. Pearson Classroom Management. Retrieved on July 18,
2015 from
http://minisim.pearsoncmg.com/classroom_deploy_20100128/CM
_case03.html