My Creative Nightmare Case Study

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

My Creative Nightmare Case Study

Case Study

Brianna is excited to try out a lesson that will foster creativity among her first grade students while they are learning language skills. The lesson creates a great deal of noise and confusion that she didn’t expect, and she is left without a backup plan.

I am assigned to a small suburban school with mostly Caucasian, middle-class student population. My first week of school in September was exciting and fulfilling. I helped my cooperating teacher, Ms. Dalstrom, and the students when they needed an extra hand. I listened attentively while my cooperating teacher led lessons, and I observed her carefully. All the while I was thinking of all the creative, hands-on activities I have learned to do in my college classes. Most of the lessons I had observed so far were based on the many workbooks and textbooks that this first grade had to use.

I was thrilled when Ms. Dalstrom said,” Brianna, let’s get you started right away. Why don’t you prepare a language lesson for Monday?” I was glad it was Friday so I would have the whole weekend to prepare. After hours of work, I was finally satisfied that I had ready an exciting, creative lesson.

Monday morning rolled around and I began with a flannel board story of Jack and the Bean Stalk. My objective was to have the children listen to the story and retell it using pop-out puppets from their books to build language skills and an understanding of story structure. The flannel board story was great! The children were amused by my homemade characters, and they seemed to appreciate my knack for storytelling. After I read the story, I asked the class who could tell me what happened first, next, and last. The group was eager to answer, and they were on the money each time, so I knew their comprehension was good.

Then came my wonderful creative activity. I had the children punch out characters from the back of their workbooks. Then I assigned them to groups of four. Each person would have a chance to play each one of the four characters: Jack, the giant, Jack’s mother, and the giant’s wife. The children got into their groups, and the noise began to grow. I expected it to be a rather loud activity since all the children would be play acting, but I was unprepared for how loud it got. This was not a busy hum but a loud roar. I tried to circulate in and out of each group. The groups I listened to weren’t retelling the story; they were making up their own stories. Some of the groups were arguing about what character each person was going to play. Some of the children refused to participate because they couldn’t be Jack. No one wanted to be the giant.

The room continued to grow uncomfortably loud. As I was desperately trying to think about how I could get the children quieter and more engaged, my cooperating teacher whispered,” Brianna, do you have a backup plan for this lesson?” I hadn’t thought of anything else for the children to do. In my mind, I had envisioned them intensely acting out the story for the whole time period.

Ms. Dalstrom suggested that the children could now begin to review the story sequence. I had no other plans myself, so I told the children,” Put your puppets away and go back to your seats now. Get out your workbooks and begin to color in what happened first in the story, next, and last.” The children reluctantly put the puppets away and moved slowly back to their own desks.

I felt defeated. What happened to my activity? I put a lot of thought into it, but you couldn’t tell from the results. The storytelling went well, but not my creative follow-up. What could I have done differently?

Questions to Ponder

1. What do you know about classroom management that helps you to analyze the sources of Brianna’s problem? How do routines, signals, the classroom environment, and communicating expected behavior relate to this case?
2. What are appropriate expectations for first graders’ behavior? What do you know about their cognitive, social, emotional, and physical development that could help you plan creative lessons? Refer to the Levine and Munsch textbook.
3. What short-term solution would you suggest when a lesson doesn’t go as expected? How would you adapt Brianna’s lesson? What long-term solutions do you think would help her students?
4. To what extent are worksheets and textbooks appropriate in first grade? How can you develop creative thinking when you are required to use such textbooks and worksheets?

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.

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