Silverman-Welty-Lyon:

Case Studies for Problem

Solving

The Teachers, Schools, and

Society Reader

Teaching Note:
Marsha Warren

Case Study 5.1a

The McGraw-Hill
Teacher Companies, 1992

TEACHING NOTE
Case Study 5.1a: MARSHA WARREN
PRIMARY TOPIC: Instruction
ADDITIONAL DISCUSSION AREAS: Ability Grouping, Behavior
Management, Cognitive
Learning Theory, Diversity,
In-Class Grouping, Motivation,
Teacher Expectations

INTRODUCTION
This case presents a teacher faced with a seemingly intractable situationa
class that just does not have the right chemistry. Marsha Warren is so frustrated by the situation that she walks out of the classroom into the hallway.
On the surface, her problem seems obvious: the Infidels. But, solutions to
that problem are not so obvious. In fact, Marsha has tried several textbook
fixes, which may offer a clue that the Infidels are not the only or even the
principal problem in this classroom.
It would be tempting to turn immediately to the action question in this
caseWhat should Marsha do?and let students explore many possible responses. After all, Marsha cannot stand in the hallway for long. However, before getting to the excitement of the action question, it is important to
analyze in some depth just what is going on in Marshas class. Exploration
will soon reveal that the problem is deeper and more complex than a group
of misbehaving children.
As in all of the cases in this collection, we must assign the ultimate responsibility to the teacher. What is Marsha Warren doing that might be exacerbating this situation? If we assume that the teacher is ultimately responsible
for what is happening in the classroom, then we can work with that teacher to
improve the situation. If we assume the problem is with the children, we are
left with throwing up our hands, or devising complex behavior modification
schemes, or planning how to get rid of the worst offenders.
For the purposes of case discussion, the discussion leader must help the
participants make this shift of responsibility from the students to Marsha.
The case is written from Marshas point of view; all of our information comes
from her. The value judgments and the capsule descriptions are hers. It is a
good case discussion teaching technique to permit in the early discussion a
From Silverman/Welty/Lyon, Case Studies for Teacher Problem Solving, 1997. Reproduced by
permission of The McGraw-Hill Companies, Inc.

Silverman-Welty-Lyon:
Case Studies for Problem
Solving

The Teachers, Schools, and

Society Reader

Teaching Note:
Marsha Warren

Case Study 5.1a

The McGraw-Hill
Teacher Companies, 1992

surface analysis. Thus early responses to the question, What is Marshas

problem? will identify the children and their behavior as the issues, until
someone suggests Marshas causal role. If that does not come naturally, then
it must be encouraged by some probing questions. The objective of this first
part of the discussion will be to develop an analysis of this classroom so that
the second half of the discussion, which will explore what can be done to improve the situation, will have a sound basis.
The solution portion of the debate has to begin with the immediate
dilemma of getting the teacher back into the classroom. But the discussion
of long-term solutions in this case will depend on the information the participants bring to the discussion. Marsha Warrens classroom provides a
laboratory for consideration of the effectiveness of in-class ability grouping, the opportunity for more effective whole class teaching and cooperative learning, the use of classroom management and motivational
techniques, and the appropriateness of a whole language approach to
reading and language arts.
Moreover, the diversity of the children in this classroom offers students
the chance to examine current theories in appropriate instructional techniques for children of poverty, for language impoverished children, for ESL
children. The heterogeneity of Marsha Warrens classroom presents a forum
for discussing the issues of diverse classrooms that new teachers will face as
they enter the teaching profession.
The case tells us that Marsha attempted to deal with some of these issues,
and students should analyze her efforts to understand why they were flawed.
Following that analysis, students should describe their ideas in enough
depth to ensure a more thoughtful and successful implementation.
This case also includes a B case which details what Marsha Warren actually did. The problem with using B cases is, of course, that they signal to
some participants the right answer. We recognize that problem but feel
there is merit in considering the discussion of this B case. It is what happened, and it is an interesting solution, discussion of which might shed light
on the earlier analysis. It certainly needs to be treated as a solution like the
other solutions put forth by the class in their earlier dialogue. That is, both
its strengths and weaknesses must be explored, and the attitudes with which
Marsha implemented it must be recognized and judged.
It is likely that participants in the original case discussion will have constructed solutions far more effective and lasting than the one Marsha implemented. Students should benefit from discussion and evaluation of this
teachers actions and take pride in the superiority of their recommendations
over Marsha Warrens actions. A important byproduct of case method teaching can be the confidence which it inspiresthat one can apply textbook
theory and make it work in real classrooms. Doing so may even save prospective teachers from being driven into the hallwayor at least help them fashion a response once they are there.

Silverman-Welty-Lyon:
Case Studies for Problem
Solving

The Teachers, Schools, and

Society Reader

Teaching Note:
Marsha Warren

Case Study 5.1a

The McGraw-Hill
Teacher Companies, 1992

BLOCKS OF DISCUSSION
1. The classThe most probable first reactions to a lead question about
what is going on in this situation will be to talk about the makeup of the
class and to focus on the Infidels. It would seem important to air descriptive information about the students in order to determine if this is a
bunch of bad kids whose strange chemistry combines to make the whole
worse than the sum of its parts. Students should consider the children
Marsha does not discussand what it might mean that her focus is on
those children with home and family problems. At a deeper level, the discussion should explore basic information about the class itselfthe organization, management structure, learning objectives, teaching methods,
and motivation techniques.
2. Marsha WarrenAt some point the focus of discussion must turn from
the children to the teacher. What are Marsha Warrens affective objectives
for this class? What is her attitude toward the children? How has she tried to
correct this situation? Much of this discussion will take off from the information about the class as the participants discover that the descriptions and
judgments about the children which were faithfully listed are those put into
their heads by Marsha Warren. Has Marsha fallen into the trap of many
teachers in inner city schools of disliking the children and blaming them
for her difficulties? The participants need to be led not only to an analysis
of Marsha Warrens judgments of her students, but to an analysis of the actions she took to correct the situation. They should realize that those actions took place in a brief time span and that while she tried many things,
there was no system to her efforts. Students may want to consider if
Marshas efforts were doomed to failure because she did not believe that
they would work. Had her earlier assessments of these childrens abilities
blinded her to more likely solutions?
3. SolutionsFinally, the discussion must turn to a consideration of ideas
about what Marsha might doright now, tomorrow, and in the future.
This should be as free-wheeling a discussion as possible, for many of the
solutions Marsha has tried have been traditional textbook ones, and they
did not work. Participants should be encouraged to be creative, but they
also should be pushed toward tough-minded analysis. Why did Marshas
attempts not work? How might they adapt her ideas to lead to more positive outcomes? What are the shortcomings of their solutions? What could
go wrong with them? Participants must understand the pros and cons of
each new idea and be able to describe solutions with enough specificity to
improve their chances of successful implementation.
One approach to this block of discussion might be the use of small
groups to encourage more lively thinking and new ideas. Depending on
what topics and theories the participants are familiar with, each small
group might focus on a different area for action (short term response,

Silverman-Welty-Lyon:
Case Studies for Problem
Solving

The Teachers, Schools, and

Society Reader

Teaching Note:
Marsha Warren

Case Study 5.1a

The McGraw-Hill
Teacher Companies, 1992

classroom management issues [including room arrangement, rules and

procedures, rewards and penalties], heterogeneous and/or cooperative grouping, use of appropriate motivation strategies, mastery learning, techniques to enhance self-image, etc.). Large group debriefing of
each of these topics would then synthesize an overall classroom approach and highlight the need for integration of all areas of teaching
behaviors.
4. B CaseIf the B Case which accompanies Marsha Warren is used, it
should be introduced here, after a thorough discussion of solutions by the
participants. Discussion of the B Case requires adequate time for the participants to evaluate the actions Marsha took, when she re-entered the
room, the next day, and during the ensuing weeks. By now, participants
should have a fairly high intellectual investment in the solutions which
they crafted for this classroom, so their reactions to the real (not
right!) solution will be energetic. If they are not permitted time to analyze and comment upon the B Case, a danger exists that their enthusiasm
for their ideas will be muted and their faith in their own approaches compromised. On the other hand, if they can see that their application of
teaching theory to this real classroom seems superior to Marsha Warrens,
then the case discussion will close on a note of confidence and excitement
about the theory and craft of teaching.

SUGGESTED QUESTION OUTLINE

1. What are the problems in the class, from Marsha Warrens perspective?
Probes...
1. What do we know about the Infidels?
2. How about the other children?
3. What explains why this class is acting so badly?
2. Has Marsha Warren contributed to these problems?
Probes...
1. What do you see that she may be missing?
2. What has she already tried?
3. Why didnt her efforts work?
4. To whom/what does Marsha attribute the problems?
3. Immediately, we have to get Marsha back into the classroom. What should
she do when she walks back into the room?
Probes...
1. Is this a teachable moment?
2. What approach should she take, while she has the childrens attention?

Silverman-Welty-Lyon:
Case Studies for Problem
Solving

The Teachers, Schools, and

Society Reader

Teaching Note:
Marsha Warren

Case Study 5.1a

The McGraw-Hill
Teacher Companies, 1992

4. What solutions would you offer Marsha for the long-term in her class?
Probes...
1. What areas would you want her to focus on first? Classroom management? Grouping? Motivation? Instruction? Why?
2. What specific plans would you suggest? Where might she have the earliest success?
3. What can she do about the Infidels view of themselves as learners?

After reading B Case:

5. What do you think of this solution?
Probes...
1. Did it work? Will work for the rest of the year?
2. Did you think that would come up with the solution?
3. Do you prefer any of our solutions to Marshas? Why?

SAMPLE BOARD OUTLINE

CHILDREN
Infidels
instigators individually
rude
disruptive
all had home problems
several repeating
several ESL

Class in general
average academically
overall immaturity
age inappropriate

ATTEMPTS
Heterogeneous groups
Popular reading material
Contracts/rewards
Parent notification
Act out stories
Rules and procedures
Praise for completed work
Pep talks
Punishments
sent children to office
lunch detention
isolation
denial of privileges

PROBLEMS

SOLUTIONS

CLASSROOM MANAGEMENT
Students dont listen
Reestablish rules
create reward system
Rules/procedures ignored
Inappropriate rewards
link rewards to behavior
apply consistently
Too many punishments
Negative atmosphere
allow for immediate payoffs
Marsha not withit
Use I-messages to communicate
Seating arrangement
Put desks in U or V

Silverman-Welty-Lyon:
Case Studies for Problem
Solving

The Teachers, Schools, and

Society Reader

Teaching Note:
Marsha Warren

Case Study 5.1a

The McGraw-Hill
Teacher Companies, 1992

MOTIVATION
Classroom atmosphere tense
Cooperative learning groups
environment not safe
each student responsible for
materials irrelevant
contribution to group
no expectation of success
make assignments fun
no appropriate rewards
Relevant materials
everyone unhappy
books instead of basals
activities, not worksheets
rewards for completed work
Wide range of difference
ability
maturity
personalities
language deficits

Material boring
Low reading group isolated
Homogeneous groups
Students are not learning

DIVERSITY
Peer tutoring
match ESL students with
higher achievers
Cooperative learning
Small groups with emphasis on
language development
INSTRUCTION
Use trade books
Individual reading assignments
Offer library as reward
Regroup for some activities
Relate reading to students lives
Writing process
Integrate the curriculum

ASSIGNMENT QUESTIONS
1. Analyze this situation. Why is this class failing?
2. What should Marsha Warren do when she walks back into the classroom?
3. What should she do over the long term? Try to think of several different
suggestions, and include both the strengths and the weaknesses of each
idea.

Silverman-Welty-Lyon:
Case Studies for Problem
Solving

The Teachers, Schools, and

Society Reader

Teaching Note:
Marsha Warren

Case Study 5.1b

The McGraw-Hill
Teacher Companies, 1992

TEACHING NOTE
Case Study 5.1b: MARSHA WARREN
Marsha walked briskly into the classroom with a command she did not feel.
I told you all to put your heads on your desks! she said firmly. Now do it!
The children furtively looked at one another and then complied. When
their heads were down, Marsha spoke.
From now on, I refuse to teach you. I quit. As long as this behavior continues you cannot learn anyway, and I am tired of wasting my time.
Marsha paused a moment to take a deep breath and to let this sink in.
She was really relying on instinct with every word, making up her plan as she
went along. She continued, From now on, we will begin class each morning
by putting our heads on our desks from the opening bell until recess. I will
not hold reading groups any more unless you can suggest to me a solution
to this problem. So until you hear the recess bell you may all just stay as you
are with your heads down and think about it.
Marsha walked to her desk at the side of the classroom and sat down.
Two students at the reading table began to lift up their heads but a glance
from Marsha stopped them. Ordinarily the students did not mind her this
well, but the shock of Marshas pronouncement had muted their behavior.
The recess bell rang after about ten minutes. Usually this occasioned lots of
noise and disorganization as students scraped desks across the floor and shoved
and pushed in order to leave the room. But this time they were not sure what
to do and so they sat still. When we come back from recess we will try to have
a normal classscience and then math just like we always do, Marsha said.
Tomorrow morning, though, we will put our heads down to think about behaving during reading groups. Now you may line up for recess.
The next morning, Marsha entered the classroom with trepidation, not
knowing what to expect. The evening had given her a chance to reflect on
the class and the students, and she had expanded yesterdays improvised
comments into a plan which she hoped would succeed. She knew she really
could not keep the children sitting with their heads on their desks from now
until June, but she intended to pretend that she could.
The class had apparently also been thinking, and probably conspiring,
and they were tentatively trying out their most disruptive antics as they entered the room. Few students were seated when the bell rang, and they
milled around the room or jostled each other provocatively. Marsha rapped
her ruler on the desk and spoke loudly. I want you in your seats with your
heads downNOW! She did not raise her voice, but she was as firm as she
knew how to be.
From Silverman/Welty/Lyon, Case Studies for Teacher Problem Solving, 1997. Reproduced by
permission of The McGraw-Hill Companies, Inc.

Silverman-Welty-Lyon:
Case Studies for Problem
Solving

The Teachers, Schools, and

Society Reader

Teaching Note:
Marsha Warren

Case Study 5.1b

The McGraw-Hill
Teacher Companies, 1992

The children took their places with reasonable speed; Marsha guessed
that the novelty of this approach would ensure their cooperation for at least
today. After their heads were down, Marsha began her speech.
Now I want you to keep your heads down and to listen, she said. After
I finish what I have to say, you may pick your heads up and we are going to
talk. But for now, just listen.
Marsha stopped to be sure they were listening, and when she saw them
complying, she spoke again. Unless we can solve your poor behavior during
reading, I am not going to teach reading any more. Lets just think a minute
about what that will mean.
If you do not know how to read, you will go through life like fools. You
wont know how to read so you wont even be able to read the menu at
MacDonalds. You might not be able to drive, if you cant read well enough to
take the test to get your license.
Let me tell you a story I heard from a friend of my fathers who is a policeman. Once there was a prison break from the county jail in Warrensburg,
and two inmates escaped. But do you know what? They were caught just two
miles from the prison, sitting in a field. They didnt know where they were or
where to go, because they couldnt read the road signs. You know, everyone
needs to be able to read, even bad guys.
Marsha stopped and surveyed the class. Heads were down but she could
tell from their stillness that they were listening. Now I am going to let you
pick your heads up and we will talk. I will listen to your ideas about how to
improve the class behavior during reading.
Slowly the students raised their heads, and they sat silently looking at
Marsha and each other. Marsha resisted the urge to say anything else, and finally Sarah raised her hand. Yes, Sarah, Marsha said.
Maybe you should send kids who are loud to the office, she volunteered.
Ive done that and it hasnt stopped the trouble, Marsha responded. I
need a new idea.
Silence greeted this comment for another minute or two. Then Katie
spoke. Maybe anyone who is bad cant use the computer or something,
she tried.
Thats stupid, Jose called from the back of the room.
Just because youd never get to use it, Sarah responded sarcastically.
All right, heads DOWN, Marsha said firmly. The children all turned
again to look at her doubtfully. I said we would talk about this as long you
could behave. Now put your heads down until recess. As the children did
so, Marsha wondered if the course she had set was a complete dead end.
***
Two weeks later, Marsha escorted her class down the hall to the music room
with a new spring in her step. She almost hesitated to think about the im-

Silverman-Welty-Lyon:
Case Studies for Problem
Solving

The Teachers, Schools, and

Society Reader

Teaching Note:
Marsha Warren

Case Study 5.1b

The McGraw-Hill
Teacher Companies, 1992

provement the class had made in their behavior during reading groups, for
fear it would evaporate. While not perfect, things had certainly improved.
The day after their aborted discussion, and the next, the children had
sat for most of the morning with their heads on their desks. Each morning
Marsha had initiated a discussion of ideas to improve their behavior, to no
avail. Either the conversation disintegrated into an argument between children or Marsha had ended it after a while when no ideas were suggested that
she had not already tried. By Friday the class was sullen but compliant, and
everyone was grateful for the weekend. On Monday morning, Marsha had
gone to school concerned that she had painted herself into a corner. But
then Rhea, of all people, had rescued her.
Rhea had suggested that Marsha give each student in each reading
group a grade, every day. The class discussion which followed this idea was
enthusiastic, and the children elaborated on it to conclude that their real
reading grade each marking period would be the simple average of their
daily grades. The daily grade would reflect both their reading achievements
and their behavior.
Marsha had been skeptical that such a system would work, but she had
seen no immediate harm in it and so she had said that they would try it. To
her amazement, it had helped, enough so that she felt she was teaching
again and not just keeping order. During recess she would post each childs
grade for the morning on the bulletin board, for their inspection when they
returned to class. She did not allow any discussion of the grades as they came
in, but she told them they could talk to her at lunchtime if their grade for
that day was a surprise.
During reading groups, all Marsha usually had to say when Jose or another child began to act up was, Your grade today is going down, and usually the child would stop. To Marshas delight, the children even began to
use this technique with each other, saying, Be quiet or your grade will go
down,a suitable substitute for Shut up, stupid Marsha thought. She only
hoped this would last the year.
The relative calm which had followed the implementation of Rheas idea
had permitted Marsha some time to instruct the class in group behavior, and
those discussions helped the atmosphere in the room. But it was the daily
grades which seemed to capture the childrens attention. Marsha was not
sure just why this was do, but she thought perhaps the immediate feedback
was important. As she walked back to her classroom from the music room,
Marsha smiled to herself. The year might not be so dismal after all, she
thought, and then the Infidels will be someone elses problem.