Case Study
The Teachers, Schools, and Society Reader
Marsha Warren
Case Study 7
CASE STUDY 7
Marsha Warren
An experienced third-grade teacher is overwhelmed by the problems created by her heterogeneous class, which includes eight students who have unique home and personal situations that are affecting their schooling.
José glared at Tyrone. “Quit looking at me, you jerk!”
“I wasn’t lookin’ at nothin’, creepy,” replied Tyrone vehemently.
Marsha Warren looked up sharply at the two boys and made a cutting gesture through the air. “That’s enough from both of you. You should both be looking at your books, not each other.”
“I was lookin’ at my book!” protested Tyrone.
“Just stop!” repeated Marsha. “Please continue reading, Angela.”
Angela rolled her eyes at no one in particular and resumed reading aloud in a bored, expressionless tone. Her progress was slow and halting.
Marsha Warren was a third-grade teacher at the Roosevelt Elementary
School in Littleton. She was trying to conduct a reading group with the eight slowest readers in her class of twenty-two while the other children worked in workbooks at their seats. But each time an argument erupted among the children in the reading group, most of the children at their desks snapped to attention to watch the sparks fly.
“You can stop there, Angela,” interrupted Marsha as Angela came to the end of a paragraph. “Bettie Ann, will you read next?” As she spoke, Marsha also put a hand out to touch another child, Katie, on the shoulder in an attempt to stop her from bouncing in her chair.
Bettie Ann didn’t respond. She was gazing out the window at the leafless
November landscape, sucking her thumb and twirling her hair with her other hand. “Bettie Ann, I’m talking to you,” repeated Marsha.
“Your turn,” yelled José as he poked Bettie Ann’s shoulder.
“Shut up, José,” interjected Sarah. Sarah often tried to mediate between the members of the group, but her argumentative streak pulled her into the fray as
Marsha Warren
Case Study 7
CASE STUDY 7
Marsha Warren
An experienced third-grade teacher is overwhelmed by the problems created by her heterogeneous class, which includes eight students who have unique home and personal situations that are affecting their schooling.
José glared at Tyrone. “Quit looking at me, you jerk!”
“I wasn’t lookin’ at nothin’, creepy,” replied Tyrone vehemently.
Marsha Warren looked up sharply at the two boys and made a cutting gesture through the air. “That’s enough from both of you. You should both be looking at your books, not each other.”
“I was lookin’ at my book!” protested Tyrone.
“Just stop!” repeated Marsha. “Please continue reading, Angela.”
Angela rolled her eyes at no one in particular and resumed reading aloud in a bored, expressionless tone. Her progress was slow and halting.
Marsha Warren was a third-grade teacher at the Roosevelt Elementary
School in Littleton. She was trying to conduct a reading group with the eight slowest readers in her class of twenty-two while the other children worked in workbooks at their seats. But each time an argument erupted among the children in the reading group, most of the children at their desks snapped to attention to watch the sparks fly.
“You can stop there, Angela,” interrupted Marsha as Angela came to the end of a paragraph. “Bettie Ann, will you read next?” As she spoke, Marsha also put a hand out to touch another child, Katie, on the shoulder in an attempt to stop her from bouncing in her chair.
Bettie Ann didn’t respond. She was gazing out the window at the leafless
November landscape, sucking her thumb and twirling her hair with her other hand. “Bettie Ann, I’m talking to you,” repeated Marsha.
“Your turn,” yelled José as he poked Bettie Ann’s shoulder.
“Shut up, José,” interjected Sarah. Sarah often tried to mediate between the members of the group, but her argumentative streak pulled her into the fray as