1. Who are the key persons in the case and what are their roles in the case? 2.

Question

1. Who are the key persons in the case and what are their roles in the case?

2. What happens in the case, what is the sequence of events, and where does the problem occur?

3. What are the values of the characters in the case and do these values determine how the characters will react?

4. What knowledge do you need to resolve the problem?  If you were the teacher, what would you do?

5. How would you prevent the problems in a similar situation and what do you anticipate could happen, right or wrong?

"I was totally unprepared to deal with those people." Helen Jamison took a sip from the apricot tea that Cindy, her roommate, had just brewed. "All I could think of was poor Justin and how awful it must be for him to live with such a dysfunctional family. I just hope we can come up with something at school that will help this kid." Helen was a second-grade teacher at C. E. Conners Elementary School. Just two months into her first year of teaching, she had encountered the first rift in what had otherwise been a smooth and gratifying beginning. As a novice in the profession, she had hit the ground running, and her innova tions had caught thé eye of the central office supervisors, building-level administrators, and parents. For the most part, her 27 second-grade students got along well with one another, and she was excit- ed about the cooperative spirit that she had managed to cultivate in this average-ability group. At the beginning of the year, Helen had encouraged the students to select a name for the class-a name symbolizing strength, honor, and cooperation. The students had decided to call themselves the Spartans, and at Helen's request, the art teacher had drawn a picture of a warrior on horseback to post on the wall just outside the classroom. Helen had then cut the backgrounds from students' photographs and meticulously positioned and glued each picture over the silhouette of the warrior, creating a beautiful collage. Across the body of the horse, in majestic red, was a salutation: WELCOME TO ROOM 204: HOME OF THE SPARTANS. Helen tried to perpetuate a theme of cooperation throughout the course of each day. She took time during each week to teach, model, and have the students role-play social skills that would en- courage cooperation and citizenship. She praised students when she "caught them being good," and she routinely coupled this social praise with "Caughtcha!" stickers that they could exchange for prizes from her treasure chest. She presented "Spartan of the Week" awards to students who worked hard to improve their grades in an area of weakness. Of course, there were times when curiosity and mischief spawned misbehavior and minor noncompliance, but for the most part Helen believed her self capable of using basic behavior management techniques to handle such occurrences And so it was that after just two months of teaching, Helen was quite pleased with her per- formance and the performance of almost all of her students. She was greatly concerned about one of her little "munchkins," however. Justin E. Richardson II had transferred from another school in the county, and he was not keeping up with the rest of the students in the class. He daydreamed con- stantly, and he completed virtually no assignments. Against the advice of a colleague, Helen had

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