Case Study 1 Terms Of Endearmentms Lawson Was Glad To Be Teaching Ma ✓ Solved
Case Study 1: Terms of Endearment Ms. Lawson was glad to be teaching math at Greenstown High School, a racially and economically diverse school. She previously had worked at predominantly white schools with very few students receiving free or reduced -price lunches. After losing her job due to budget cuts, and after taking a course on diversity while earning her Masters of Arts in Teaching degree, she accepted a job teaching in a more diverse environment. She arrived at Greenstown feeling eager and prepared to take on a more culturally diverse student body.
Several weeks into her first year at Greenstown, Ms. Lawson was happy about how well she had adjusted to her new environment. She had taken several measures early in the school year to demonstrate her commitment to racial equity, and it seemed as though students were responding positively. She was especially pleased when she saw students of color reading the Diversity in Mathematics posters she hung around the room, highlighting historically important mathematicians of color from around the world. The students complained a little — predictably, she thought — in all of her classes on the second day of school when, responding to the racially segregated seating patterns she noticed on the first day of class, she re-assigned seats.
She never mentioned her reason for assigning seats, though, and students were accustomed to seat assignments from some of their other classes, so that tension passed quickly. All in all, things were progressing smoothly. One afternoon around mid-October, as she gathered her materials for her fifth - period class, and students made their way into her classroom, Ms. Lawson overheard one of her students use the n-word. Understanding how inflammatory the n-word was, her immediate reaction was concern that there would be a fight in her classroom.
So when she looked up from her desk and peered toward the back of her classroom, where she was sure the word came from, she was surprised to see Reggie, an African American student, Adolfo, a Latino student, and Anthony, a white student, all laughing together. “Who said thatâ€? Ms. Lawson asked as she stood and walked toward the back of the room. “Said what?†Adolfo asked, still laughing.
“You all know exactly what I mean. The n-word,†Ms. Lawson replied. Nobody responded, but Adolfo and Reggie both glanced at Anthony. “Anthony?†Ms.
Lawson prodded. “I didn’t say the n-word, I said n-i-g-g-a, niggaâ€, he explained. Ms. Lawson was unsettled by how confident Anthony sounded, as though he really did not believe he had done anything wrong. “I always call Reggie that.
He’s cool with it. It’s a term of endearment.†Keisha, an African American young woman who had overheard their conversation, interjected, “That’s no term of endearment, you idiot. It’s racist. And you’re lucky you’re not getting a beatdown right now for saying it.†“Enough of that,†Ms. Lawson said, glaring at Keisha.
“There won’t be any threats of violence in this classroom. Sit down and let me take care of this.†Unsure what to say next, Ms. Lawson turned toward Reggie. He no longer was laughing and, she thought, was beginning to look uncomfortable. “Is that true, Reggie, that he calls you that all the time and you’re fine with it?†“It’s no big deal,†Anthony explained.
“Right, Reg?†he asked playfully, nudging Reggie with his elbow. “Reggie can speak for himself,†Ms. Lawson said, then looked back at Reggie, who was looking even more uncomfortable. Just then, the start of class bell rang and Ms. Lawson looked up to see everybody in the room staring at her and Reggie.
Feeling that, whatever he really felt about Anthony’s use of the n-word, Reggie was even more uneasy with the spotlight she was shining on him in that moment, she decided to drop the issue and commence with teaching class. As she walked back toward her desk, she said with a half -defeated sigh, “Please remember, everyone, that one of our community norms is respect . I don’t care you how pronounce it or what you mean by it, there is no room in this classroom for that kind of language.†She knew, even as she was making that statement, that she did not handle the situation well. She also knew she needed to figure out a way to respond more thoughtfully in case it happened again. CONDUCTING TIME SERIES RESEARCH 4 CONDUCTING TIME SERIES RESEARCH Name Institution Professor Course Date Behavior in a child will not indicate any reforms except when intervention s are positioned in place.
Any sort of behavior in a child gives more communication and thus, should be spend as directive near a correct directive dealings. Therefore, every child will need a unique intervention measures. Case study Kaya is termed as a young child in an elementary school in this case. She has been observed to be exhibiting behavioral challenges at the age. The behaviors observed in Kaya are, off-task, somatic aggression and vocal aggression.
The information and its evaluation is indicated at the end section of this paper. Optional involvement Strategy for Kaya The first thing that should be done to Kaya is that, the child should be understood as the first priority. Obtaining data issues such as parental care, housing, social upbringing and family history, will be of great assistance in this case. Individuals during the study, should go ahead in evaluating her behavior while interacting with neighborhood friends over the weekends. On analyzing the above given information, will aid to regulate the exact nature of her future behavior.
Generally, care is dominant into disapproval of her undesirable behavior. Instead, Kaya should be showed an acceptable behaviors. Awarding her systematically in any academic and social behavior will change her altitudes in a positive way gradually. With time, the child will learn how to appreciate social interactions (Guetzloe, 2006). A comprehensive study of at least two weeks should be taken into consideration.
These will entails activities of both week days and weekends. The essence behind selecting two weeks is to compare her improvement in the range of the two durations. Verbal Aggregation Physical Aggregation Off-task 0%s 5% 10% 15 % 20% Interval of Kaya’s engagement in percentage Reference Guetzloe, E. (2006). Working with families of students with emotional and behavioral disorders. Counseling and Human Development , 38 (5), 1.
Paper for above instructions
Navigating Racial Dynamics and Classroom Conduct: A Case Study on Ms. Lawson at Greenstown High SchoolIntroduction
Diversity in the classroom presents both challenges and opportunities for educators. Ms. Lawson's experience at Greenstown High School illustrates this dynamic, particularly when addressing language and behavior among students of various racial backgrounds. The case study reveals key challenges in managing classroom conduct while striving to promote an inclusive environment. The exploration of this incident serves to underscore the importance of culturally responsive pedagogy and effective communication skills, as well as the necessity for educators to engage with students' identities, experiences, and perspectives respectfully.
Contextual Background
Ms. Lawson's transition from predominantly white schools to Greenstown High School—a racially and economically diverse institution—reflects a growing trend in education towards inclusivity. However, the incident involving the use of the n-word highlights the complexities educators face in addressing racial language within a diverse classroom (Seaton et al., 2016). This challenge is compounded by students’ varied understandings of language and social norms informed by their backgrounds (McMahon et al., 2020).
The Incident
In this incident, Ms. Lawson overhears the use of the n-word among her students. The immediate context—a group of students laughing—suggests a familiarity with the language that perhaps minimizes its impact. However, the eruption of tension when Keisha intervenes reveals the emotional weight that such language carries, particularly in a racially charged educational environment (Beecher, 2018). By approaching the situation as an opportunity for discussion, Ms. Lawson might have fostered a more comprehensive understanding among her students regarding the implications of their language.
Missed Opportunities for Dialogue
When Ms. Lawson addressed the use of the n-word, she prioritized respect but missed an opportunity to engage students in a meaningful conversation about the historical and cultural significance of the term (DePouw & McMahon, 2017). Students like Anthony, who attempted to normalize his use of the term as a "term of endearment," exhibit a misunderstanding of the complexities surrounding its use (Bucholtz, 2003). Therefore, a more proactive approach could have included establishing classroom norms surrounding respectful dialogue while acknowledging the nuances of racial identity and language.
Cultural Responsiveness in the Classroom
Culturally responsive teaching is essential in addressing racial dynamics in education. As highlighted by Gay (2018), educators must create bridges between students' cultures and the academic content. Ms. Lawson's initial efforts—such as displaying Diversity in Mathematics posters—demonstrate her commitment to this principle; however, a holistic approach involves integrating discussions about race, language, and power dynamics into everyday lessons (Ladson-Billings, 1994).
In situations like the one observed in Ms. Lawson's class, educators should approach the topic with sensitivity and a willingness to facilitate discussions on racial identity and social justice (Pirbhai-Illich & Doppen, 2016). Learning environments characterized by open dialogue can empower students to confront prejudice and develop critical thinking skills regarding language and social interactions.
Creating an Inclusive Learning Environment
To create an inclusive learning environment, Ms. Lawson must establish clear expectations for respectful communication early in the school year. This includes addressing language and its implications by setting norms that discourage derogatory terms and promote constructive dialogue (Holliday & Shuldas, 2016). Building classroom culture requires not only addressing inappropriate language but also providing resources and discussions that celebrate diversity and educate students about the historical context of the language they use.
Moreover, educators can benefit from professional development focused on culturally responsive teaching and conflict resolution. Training sessions can help educators practice meaningful ways to facilitate discussions about race and language without placing undue emotional burden on specific students (Tolerance.org, 2018).
The Role of Restorative Practices
In the wake of language conflicts, implementing restorative practices can provide a framework for healing and dialogue. Restorative circles allow students to express their feelings about incidents and to understand their peers’ perspectives (González, 2017). Rather than merely punishing students for their use of inappropriate language, restorative practices can encourage accountability and connection among students by fostering empathy and understanding.
Conclusion
Ms. Lawson's experiences at Greenstown High School highlight the challenges and opportunities present in racially and economically diverse classrooms. While her efforts to promote diversity and equity are commendable, the incident involving the n-word serves as a reminder of the complexities surrounding race and language in educational settings. By focusing on culturally responsive practices, establishing clear communication norms, and engaging in restorative practices, educators can navigate these challenges effectively. Ultimately, developing a deeper understanding of students' backgrounds and experiences can help foster an inclusive environment where all students can thrive.
References
1. Beecher, K. (2018). “The Challenges of Multicultural Education: Perspectives from Teachers.” Journal of Curriculum Studies, 50(3), 361-377.
2. Bucholtz, M. (2003). "Sociolinguistic Nostalgia and the Collective Memory of Language." Language in Society, 32(3), 297-318.
3. DePouw, C., & McMahon, S. (2017). “Exploring the Effects of Contexts on Students' Discourse of Race.” In Teaching for Diversity and Social Justice, 121-137.
4. González, T. (2017). Restorative Approaches to Conflict. Springer.
5. Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.
6. Holliday, A., & Shuldas, J. (2016). “The Impact of Multicultural Education on Student Engagement.” International Journal of Multicultural Education, 18(2), 52-68.
7. Ladson-Billings, G. (1994). “The Dreamkeepers: Successful Teachers of African American Children.” Jossey-Bass.
8. McMahon, S., & Martinez, M. (2020). “Understanding Language Use in Multicultural Classrooms.” Multicultural Education Review, 12(1), 1-21.
9. Pirbhai-Illich, F., & Doppen, F. (2016). “Dialogue and Reflection in Multicultural Education Settings.” Journal of Social Studies Education Research, 7(2), 1-24.
10. Seaton, E. K., et al. (2016). “Exploring the Confluence of Race and Language in Educational Contexts.” Race, Ethnicity and Education, 19(4), 719-740.