Running Head: CASE 19

EDUC 3502 Educational Psychology

Assignment 2: Motivation/Classroom Structure and Climate Presentation
Case Study 19: Mrs. Killjoy vs. Inattentive Students
Michaela Demers, Val Pedersen, Rebecca Riley, Peter Vooys

Description

CASE 19
Mrs. Killjoy gave instructions to her fifth-grade class on their daily seatwork. During the
morning, seven students interrupted Mrs. Killjoy to ask questions about their seatwork. Each
question was answered with information Mrs. Killjoy had already presented to the class in her
initial instructions. Later, Mrs. Killjoy began a spelling test by telling students to put their name
in the upper right-hand corner of the page and to number the paper from one to twenty. She had
to repeat the instructions about numbering, four times. When she collected the papers, she
noticed that three students did not put their name on the paper and two students put their name
in the upper left-hand corner of the page.
3 Main Causes
The students are not attending to or following proper teacher instructions. Why is this
happening? We suspect some possible causes in three main areas:
Cognitive Causes
The cognitive processes of students may not be functioning at optimal level.
Cognitive and language development may occur at different rates for students in grade five. The
students in Mrs. Killjoys class may be having information processing problems. Working
memory is defined as the information that you are focusing on at a given moment (Woolfolk,
Winne & Perry, 2013). Short-term memory is the component of the memory system that holds
information for about 20 seconds. The central executive area is the part of the working memory
that is responsible for monitoring and directing attention and other mental resources. The
students in Mrs. Killjoys class may be having problems monitoring and directing their attention
to the important information. Focusing attention on the pertinent information that the teacher
provides is key for following instructions properly. The cognitive load, the volume of resources
necessary to complete a task, may be too high for the grade 5 students (Woolfolk et al., 2013).
Another possibility is that the students may be hearing the teacher but not actively listening and
attending to instructions.
Student/Teacher Causes
As a group, we are assuming that Mrs. Killjoy may have low passion, enthusiasm and
engagement in her classroom. When she begins her lesson, we wonder if she waits for the
classroom to be quiet before she begins her instructions. In all interactions, a message is sent
and a message is received (Woolfolk et al., 2013). Student-teacher communication may be
lacking; instead of hearing the instructions, students may be hearing a different message. Since
Mrs. Killjoy has most likely failed to respond appropriately to her inattentive students, she has
now created an environment in which not listening to instructions is okay; The meaning of a
particular teachers or students actions depends in part on what has happened before (Woolfolk
et al., 2013). Mrs. Killjoy may also not plan for unpredictable events within her classroom, such
as the students talking when they shouldnt be (KSA 1: contextual variables affect teaching and
learning). She may not be be redirecting the classroom behaviour when issues arrive. On top of

CASE 19
that, her response to the classroom behaviour may be hostile towards the students. Therefore,
Mrs. Killjoy has not encouraged self-management skills for her students.
Environmental/Classroom Causes
As a group, we suspect that the classroom space may be negatively affecting student
motivation and focus. We predict that there are several distractions in the room. For example, the
window may be open and sounds of children playing outside are seeping into the room. The
lighting in the classroom may be inadequate (low lighting makes students tired). We suspect the
work space may not be clean (papers or other materials are in the students workspace). The
classroom could be potentially be very disorganized due to this. Lack of routine could also add to
this disorganization. Students may not recall the expectations required for the spelling test (i.e.
Where are we supposed to sit? What materials do I need? etc.). Mrs. Killjoy may not have spent
enough time explaining the rules in the first couple of weeks in class. Even if these rules were
put in place for students, however, there may not have been any follow-up or consequences for
the students for these rules. We also believe that the classroom arrangement could be
inappropriate for the activity. For example, table clusters would be distracting for a spelling test
because students are not facing the direction of instruction. Perhaps there is a disconnect in the
classroom community, in which students do not feel motivated to listen to those in authoritative
positions.
Classroom Application/Solutions
If there are not adequate examples of the expectations for the spelling test, it is important
for a teacher to demonstrate her expectations (such as pointing to the right side of the paper to
indicate where the name should be). This helps visual learners. Formative assessment should be
used to make sure that students are listening and understand their task. (i.e. everyone please
point to the place where their name should be). Also, action must be taken to organize the
classroom in such a way that eliminates all external distractions. Mrs. Killjoy needs to find her
passion for teaching again. She also needs to engender enthusiasm in her students. She can do
this by greeting her students at the beginning of the class, or making an effort to be more
cheerful. She can also implement an assertive response to student misbehaviour, rather than a
hostile response. If she changes her attitude, communication between the her and her students
may improve. There are many exercises for practising sending and receiving messages
accurately (Woolfolk et al., 2013). Mrs. Killjoy could also try implementing a paraphrase
rule; where students repeat what she said to the class in their own words. Mrs. Killjoy also needs
to change the history of the classroom. To do this, she needs to start allowing for more positive
interactions in the classroom to occur. Finally, she should instill self management for the students
in her class. This can be done by making the students more responsible for their actions (For
example, she could introduce an organizer for the students. Or have the students put their names
on every piece of paper they receive.)
Action Plan

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We have devised the following action plan for our fellow teachers to address this
classroom issue, bearing the following goal in mind:
Goal: The students will attentively listen to instructions and take action to follow those
instructions properly in the classroom.
Step 1: Discussion with Students
Discuss student expectations about listening to and following instructions. Establish a
daily routine for seat work and expectations for testing procedures (KSA 7: students needs for
physical, social, cultural and psychological security...how to engage students in creating effective
classroom routines). It is also important to create a personal management style with a set of
classroom rules that is carried out daily. Establish this set of rules with your students.
With regards to establishing routine for a spelling test, use operant conditioning with the
students. Model the behaviour that is expected to be performed, and provide students with
positive reinforcement when they are successful. At the outset of the lesson, when they are about
to start writing, take a page and hold it up for the class. Point clearly to the space where their
names should be written, and have them repeat this back. Write your own name at the top right of
a paper for the students, helping model the behaviour you want them to imitate.
For example:
Mrs. Killjoy: Alright class, so this *pointing* is the upper right hand corner of your page. Can
everyone hold up their pages and point to it. [Students comply.] Now everyone please, with me,
print your name neatly on the top line on the upper right corner that we just pointed to. Great!
Everytime we start a new assignment, were going to do the exact same thing. Were going to
write our names on the top right of the page. (KSA 9: ...there are many approaches to teaching
and learning. They know a broad range of instructional strategies...and know which strategies are
appropriate to help different students achieve different outcomes).
Now, lets number the page together. Every second line gets a number. [Students number their
pages. Mrs. Killjoy walks around the classroom formatively assessing students.]
Step 2: Clarification
Give clear instructions for the current activity by addressing all types of learners and
using formative assessment to ensure attentiveness (KSA 11: ...the purposes of student
assessment). Try to avoid giving students too many instructions at once without consolidating
their understanding. Ask if there needs to be any clarification. Use appropriate wait-time: 10-15
seconds. If there is an excessive amount of questions, answer one question at a time and ask
students to put their hand down when their question has been answered. If any shift of routine
occurs (for instance, a test that requires the students to write their name on the top left of the
page), it should be clearly acknowledged as a deviation from routine, to avoid student confusion.
Step 3: Reinforcement

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Use reinforcement in the form of comments on student papers and conversations with the
students to redirect their behaviour to the desired response. Use positive practice to help ingrain
the desired habitual behaviour.
When you receive the assignments, write an affirming comment by the names on the
pages of the students who previously erred, as a positive reinforcer (Woolfolk et al., 2013).
Follow a continuous reinforcement cycle, going over the desired behaviour with the students
before each assignment for several days. Several assignments later, refrain from giving
reinforcement, as the desired behaviour becomes habitual. A few days after starting this practice,
ask the students whats the first thing we do when we start a new assignment, and they can
remind you that they are to write their names on the top right of the page, and that they should
number them. Check in with them occasionally at the start of an assignment to assess for
continued performance of the desired behaviour, following an intermittent reinforcement
schedule (Woolfolk et al., 2013). After a few weeks, this behaviour should be habitual.
Step 4: Responding to Behaviour When it Occurs
If any deviations from desired behaviour occur, Mrs. Killjoy could use positive practice,
and upon receipt of improperly named or numbered papers, she could immediately have the
erring students correct their mistakes, to further ingrain desired behaviour (KSA 5: All students
can learn, albeit at different rates). She could have students repeat the desired behaviour
several times, as an example of positive practice overcorrection. If only a few students
continually make errors, she could give them un-numbered and un-named assignments, and have
them practice putting their names in the top right, and numbering the items of content on the
page to further ingrain the habit.
Step 5: Dealing with More Challenging Behaviour
It is likely that students may ask unnecessary and distracting questions in order to waste
time (these questions may be about topics unrelated to the current lesson or unrelated to school
entirely). We suggest avoiding answering many (or any) of these questions. It is appropriate to
ignore these types of questions if students who are not called upon speak them. If called upon,
simply reinforce that this question has a time and place and it is not now.
If students are deliberately not paying attention, it is important to implement Roscoes
Bumps to responding to student misbehaviour. You may need to use proximity, quietly
speaking a students name to regain attention, or even suggesting choices for the student.
For example:
Student: This sucks! I dont want to write a spelling test right now. [Student continues to make
disruptive comments.]
Mrs. Killjoy: Student, you can either sit quietly in your seat and listen to instruction, or you can
move your workstation next to me so I can make sure you are following instruction appropriately
(KSA 8: the importance of respecting students human dignity...).

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Step 6: How to Maintain Changes
It is important to continue to deliver clear instructions to the class and maintain an
orderly and well managed environment. Try not to deviate from your personal management style
too often. When establishing a well-functioning classroom, consistency is the key. It may be wise
to refer to a written document on management strategies and other helpful tools to remind
yourself what the appropriate approach to these types of situations are.
Reflection:
In our plan, the students might not welcome the expectations and reinforcements at first;
however, once the students understand why those expectations and reinforcements are in place,
and that they are used properly by Mrs. Killjoy, it will be better. Assuming Mrs. Killjoy uses the
steps appropriately, the climate of the classroom will most definitely become more positive. The
students should see a happier, calmer, and more positive teacher. The students will also have
opportunities to receive clarification as needed. This will allow for better communication
between the students and Mrs. Killjoy.
This situation could have been avoided by having clear expectations from the beginning
of the school year. Since Mrs. Killjoy created the history in the classroom right from day one by
not stating the expectations, she had become frustrated with her students. She also could clarify
(nicely) about her expectations, following that she could have also used more positive
reinforcement to get her points across. Overall, there needed to be more communication between
Mrs. Killjoy and her students to avoid this situation.
Finally, both Mrs. Killjoy and her students need to be aware of the action plan. If Mrs.
Killjoy were to state all of the new expectations of her students, they might be confused as to
why the changes are happening. The students need to know that appropriate questions may be
asked, but non-related questions will be ignored. They also need to know that it is okay to clarify
something as needed during instructions and work time. Once the students are aware of the
communication needs within the classroom, both the students and Mrs. Killjoy must uphold it.

CASE 19
References
Roscoe, K. (2012). An Introduction to Curriculum & Instruction (2012 Edition). Victoria, British
Columbia: Metropolitan Publishing.
Woolfolk, A., Winne, P., & Perry, N. (2013). Educational Psychology (Sixth Canadian Edition).
Upper Saddle River, New Jersey: Pearson.