Teacher: Kiristin Bijur
Francisco Community School
5, Feelings Count. Segment begins approximately 11 minutes
45 seconds into the program.
Primary Learning Objectives
When the students complete their discussion
with the teacher on the playground they should be able to:
- recognize they can resolve conflicts by discussing them
and brainstorming solutions
- use the discussion skills modeled by the teacher to address
- recognize that the school is a safe place, where teachers
are understanding and helpful
- manage their emotions better in potentially confrontational
groups of students who wanted to play different sports in
the same playground space had to resolve the issue peacefully.
One group participated in a problem-solving and debriefing
discussion of the situation with their teacher.
Learning theories to consider
- Emotions and Learning
- Development and Learning
- Cognitive Apprenticeship
- Creating Classrooms and Schools That Support Learning
this scenario Kristin Bijur listens as a group of boys discuss
their concern about girls who infringed upon the limited playground
space they are using to play soccer. The boys share that they
have moved their space already -- showing their empathy for
the girls' needs -- but now realize that the problem has not
been solved. By listening to the boys, Kristin Bijur provides
them with a structure to manage their feelings by asking them
to "talk out loud" about how they feel and what
some possible solutions might be. Along the way, she commends
them for trying to solve the space issue in a "peaceful
and harmonious" way.
Her intent is to provide a safe environment
where students can express their likes and dislikes without
fearing verbal and/or physical confrontation. An emotionally
safe environment motivates students to trust that the teacher
will listen without bias and will help them work through their
conflicts. The trust that is established between the teacher
and students ultimately begins to transfer among students.
The theory of Emotions and Learning is demonstrated when Kristin Bijur helps students express
how they feel while solving the playground space issue in
an acceptable way. She understands that students' emotions
have an impact on their learning and uses the turf issue as
a teachable moment to assist students in resolving conflict
before it moves from the playground into the classroom. The
theory of Development and Learning
suggests that students at this age are not always developmentally
ready to handle their own problems. Bijur supplies students
with a structure for solving their problem by asking questions
to get them to move beyond blame to resolution. As she acknowledges
the students' thoughts and actions she is also making the
conflict resolution process more visible. This application
of Cognitive Apprenticeship theory helps remove the emotional charge of the situation.
It further motivates students to be in charge of their emotions
as they solve problems instead of withdrawing or striking
out in unproductive ways. This also helps them to feel good
about themselves. Kristin Bijur demonstrates how to create
Schools That Support Learning by taking advantage of a teachable moment whenever
or wherever it occurs. Her instruction resolves a need that
students had that could have been detrimental to classroom
subject matter learning.
Sequenced Writing Assignments:
- Make a list of up to five
key ideas from each of the four learning theories presented:
emotions and learning, development and learning, cognitive
apprenticeship and creating schools that support
learning. Next, try to identify a way the teacher applied
each of those key ideas as she reacted and worked through
this scenario. For example, under "cognitive apprenticeship,"
you might list, "articulation and reflection - the
teacher asked students to think about the situation they
face and what they had done to resolve it, describe how
they came to that resolution, and tell her in their own
words how they felt about the process."
You may find it useful to put your list in the form of a
table. We have provided templates in either Word
format if you choose to do this.
You may find that some key ideas from the learning theories
are not represented in the scenario. For now, leave a blank
space after them. You will also find that you are repeating
some of the things the teacher did because they are applications
of key ideas from more than one learning theory.
- Review your list of key
ideas and fill in the blanks from Assignment A by suggesting
things the teacher could do to apply the key ideas you listed
but did NOT see represented already. Suggest other practical
things the teacher could do to incorporate key learning
theory ideas into her classroom activities.
Reflect on the completed
table and record your reflections about how the theories
intersect or interact. How might your own teaching practices
take advantage of what you see happening in this scenario?
- As an alternative to these
tasks, follow the directions of your group leader or the
teacher of your class to write about this scenario and how
one or more learning theories might apply to it. Or decide
as a group how you might use it as a case for further study
Samples and tools to help you with the scenario
- Sample rubrics in html
format to assess your writings
sample for Scenario Four, Assignments A and B, (in PDF
format) to use as a model.
- Templates in Word
format for the assignments