Case Study: Jennifer For the most part, Jennifer enjoyed teaching in the town that she lived. She had no children of her own, but enjoyed teaching her seventh grade students with a new class arriving every year. She enjoyed living in the community and being able to watch as her students grew up and found their path in life. Jennifer’s school, Suburban Middle School, was home to over 1,000 sixth, seventh, and eighth grade students. It was ethnically diverse and about fifty percent of the student population came from economically disadvantaged homes. She felt that she was making a different. The school had an unusually high percentage of alumni as teachers and staff members. This tended to make boundary setting vital. Friends in the community …show more content…
She attributed it to the fact that her relationship with Nathan at times was slightly contentious. He seemed to enjoy pushing her buttons and getting a reaction from her. This on attributed to her concern as to whether this situation would actually work. In the past, team members inadvertently had their children placed on their team, but the parent/colleague quickly had them moved and for the most part, it was because it would not put anyone in a good position. Because her colleagues and the administration had approved this request for placement, Jennifer felt she had no other recourse but to accept it and figure it out. It only took a few weeks before a few fissures in the parent/teacher relationship started to appear. Nathan’s son, Ethan, was a great kid, but although he tried, he was not the best student. He was always personable and polite, but he lacked maturity, even to the level of a seventh grader. Ethan did fairly well on most assignments, but he was failing all of his labs because he was not following directions. Even after Jennifer voiced her concerns to Ethan and went over the lab procedure again, he started slowly turning in subpar assignments. Ethan was becoming comfortable. Jennifer found it troubling that Ethan received an A on his first big writing project for his father especially considering that he was not the strongest writer. Jennifer is also aware that this situation has not been as ideal as Nathan had hoped. She found out that he had approached other team members about how to approach her about Ethan’s frustrations and increasingly poor performance. Therefore, not only did they have to deal with their own issues with Ethan being in their classes, they were playing referee and counselors now for her relationship with Nathan as both a colleague and a
Firstly, he commands her to stop “talking to any … guys” (September 18). David’s fear of Anita’s demeanor instigating the students “[to take] [her] away from him” (September 18) makes his actions justifiable; hence, Anita forgives him. However, the second incident regarding Joyce and Debbie exposes his desire for segregation. Whether his fear of Joyce and Debbie “[introducing] [Anita] to other guys that will break [them] up” (October 8), justifies his demands, his second command for Anita, “to quit the basketball team” (October 8) validates his insecurity. By isolating Anita, David presents himself as her only trustworthy and legitimate “friend.” Worst of all, everyone has regards for David, even Anita’s parents. In fact, “[they] really like David” (October 8). Consequently, Anita cannot quit the relationship without the repercussions that would ensue. Everyone would side with David and blame Anita for his future suicide. David’s positive attributes blind everyone from his abusive and controlling nature; therefore, dismissing him as the problem. The driving force of David’s social manipulation stems from his insecurity of the
On August 23, 1980 in Conroe, Texas, is 40 miles north of Houston, a 16-year-old girl, Cheryl Fergeson, disappeared while searching for a women’s restroom at Conroe High School (Gores, 1991). Cheryl was the manager of the Bellville High girls’ volleyball team visiting Conroe High School for a preseason scrimmage. Later that day while searching for the girl two janitors, Clarence Brandley who is black, and Henry Peace who is white, found the girl’s body hidden under some scenery flats in the loft above the auditorium stage. Cheryl has been raped and strangled to death. Clarence and Henry were interrogated and made to sign statements. The two janitors were then taken to the hospital and made to give sperm, blood, and hair samples from their head
He deals with her complaining, overpowering and demanding personality, and she acts like she is always ‘sick.’ However, he didn’t ignore his feelings for Mattie and he wasn’t strong enough to run away and escape. When he was planning to run away with Mattie, he had to go get money from Mr. Andrew so they could run away but on his way there he met Mrs. Andrew. She told Ethan, “I always tell Mr. Hale I don’t know what she’d ‘a’ [Zeena] done if she hadn’t ‘a’ had you to look after her… You’ve had an awful mean time, Ethan Frome” (Wharton 104). After Mrs. Andrew tells this to Ethan, he doesn’t go ask for Mr. Andrew to pay him and instead goes home. He feels ashamed for for making Mr. Andrew get the money he needs because last time Ethan asked for the money, Mr. Andrew couldn’t get it. He also feels guilty for hurting his friends and he doesn’t want to leave Zeena with nothing when he runs away with Mattie. This displays again, how Ethan is a weak
On October 13th I was fortunate enough to be able to interview Sandi Lopez. Lopez is from Grand Island, Nebraska and has also lived in Kansas for a few years. At first she was not quite sure on what to do with her career pathway. She wanted a job where she could be able to help others and her community. Lopez says that having many of her friends being police officers is what got her more into law enforcement. She says hanging out around her friends telling her stories about being officers made her really want to be a part of the law enforcement department. However, she says it was a very hard decision to make knowing the fact that she would have to work long hours and being with her family was very important to her. In the end, she decided
Jennifer Barr is a female, Caucasian, twenty-year-old college student living in Tallahassee, Florida. Currently, she resides on her own in an apartment, although her mother, father, and brother live locally in their home. Jennifer works as a waitress in a restaurant and is actively enrolled in courses at the college; however, due to recent circumstances, her attendance has declined. Jennifer describes herself as typically having the ability to manage her school responsibilities and as having relatively positive relationships with her professors, co-workers and restaurant manager. She maintains an ongoing relationship with her father, mother, and brother. She describes her relationship with her brother as the closest, her relationship with her mother as intermittently close, although hindered by her father, whom Jennifer has not maintained a close relationship with due to what she perceives as pressure and unrealistic expectations that her father consistently has placed upon her.
herself, and the only time she talks to Ethan is to complain or show her
Nathan views education as not only unnecessary, but potentially wasteful and dangerous: “Sending a girl to college is like pouring water in your shoes…It’s hard to say which is worse, seeing it run out and waste the water, or seeing it hold in and wreck the shoes” (56). Nathan believes that knowledge will either wreck his daughters, as they might be able to think for themselves, or will simply run out of them because they are too weak to retain their learning. He sees the women in his family as “dull-witted, bovine females” who are pliable to his needs (73). Adrienne Rich refers to this as a part of the “Great Silence” in which men “withhold from (women) large areas of the society’s knowledge and cultural attainments” (Rich 290). Rachel knows she is a victim of this circumstance, “telling him off good in the bathroom mirror,” while proclaiming “I’ll show you whose mind is a blank slate!” (426). However, because she is subservient to her father, Rachel refuses to declare this sentiment to his
“When schools, parents, families, and communities work together to support learning, students tend to earn higher grades, attend school more regularly, stay in school longer, and enroll in higher level programs.” (Van Roeckel, 2008, p. 1) Deer Valley High School in Glendale, AZ is the first high school built in the Deer Valley Unified Scholl District, and with a population around 1800 students, the high school is one of the bigger schools in the state. It has a tradition of family on its’ campus, where there are still teachers teaching that were there when the school opened in 1980. A number of former students have become new teachers on campus and just about all the teachers’ children have attended and graduated from the campus. With a school like ours, there are many connections to the community around it and it is demonstrated by the programs that bring in parent and community to help with the development of our students. There are numerous booster clubs run on our campus to help support student achievement on the sports fields, a school to work programs to teach the students necessary skills in different areas of either nursing, sports medicine classes, and in the culinary arts classrooms, and funding to our school to help ensure all students graduate on time. There are many programs on our campus, but I will discuss four of the programs: baseball booster club, C2G program, “school-to-work”, and the special education program sponsored by Arrowhead Hospital. These programs are designed to improve the relationships between the campus and the people in the community, and give all students on campus every opportunity to succeed in their future.
At the end of the previous school year, Carol, and her daughter’s teachers noticed that Carol’s daughter was not progressing in her studies, and an evaluation conducted by the child study team revealed that she had a specific learning disability. An IEP meeting was scheduled, and conducted. The determination was made to place Carol’s daughter in the same resource room as Carol’s client Jody, for half of the day. Carol instantly realized that this decision put her in a predicament where a dual relationship would be created. She would then cross a clear boundary, and become a parent of a classmate, as well as the professional she has already established herself as to Jody and her parents. This would undoubtedly lead to instances in which both her client, and the client’s family would be interacting with her at both school functions and on class trips. She knew that allowing this to happen was against the BACB Guidelines for Responsible Conduct for Behavior Analysts. Carol voiced her opposition and explained the ethical quandary to those attending the IEP meeting, and what would occur if her daughter was placed in the same room with her client. Carol stated that she would speak with her supervisor, but it was probable that he would determine that she would not be able to continue working with Jody. Carol felt that having to become accustomed to another behavior analyst
Kathy Harrison starts her personal story happily married to her childhood sweet heart Bruce. Kathy was living a simple life in her rural Massachusetts community home as the loving mother of three smart, kind, well-adjusted boys Bruce Jr., Nathan, and Ben. With the natural transitions of family life and the changes that come with career and moving, she went back to work as a Head Start teacher. Her life up until the acceptance of that job had been sheltered an idyllic. Interacting in a world of potluck suppers, cocktail parties, and traditional families had nothing in common with the life she would choose after she became a Head Start teacher.
Soon, instead of being angry at Ethan, I became confused as to my feelings for the characters. Similar to Ethan when he chooses to stay with Zeena. While I don’t have a wife I have to worry about, I’ve got to worry about my own well being and boy am I bad at that. Being a college student I understand the money struggles, and not being able to do everything (two jobs, and many hours of studying).
Lacking the necessary support, many start to devalue the importance of doing well in school deciding that perhaps school isn’t part of their identity. In Susan’s case she’s eliciting multiple forms of subordination, and within each dimension she’s being subjective to different types of oppression; racial oppression, gender oppression, and class oppression, she’s experiencing cultural alienation and isolation and is not only based on her ethnicity as a Latina but is also influenced by how she is treated as a female, as a member of a certain socioeconomic class, and in relation to her English language proficiency, and even her perceived immigration status. In this sense, students like Susan experience different forms of discrimination or marginalization that stems from
I was interested in the debate over her taking medication. I, at first agreed with her and her parents about not wanting her on medication. I was also worried about her uniqueness and creativity being destroyed by the medication. I also was excited by the idea of her changing schools in hope that she would make friends. I did not think about the new school working as a substitute stimulus for her. I was very surprised to learn about her lying about her academics and saddened to learn about her social problems. I was surprised at how much the medication helped her in the end and glad it did not hurt her uniqueness.
Their zoned school was primarily low-income and hispanic, they noticed that the population of white students enrolled elsewhere-- contrary to their zone school assignments. The school had a Spanish dual-language program and had small class sizes, both of which interested the two parents, but there were many options open to them. Ultimately, they too chose to go to a different school-- Manhattan School for Children. “While most of the students in District 3 are black or Hispanic, nearly two-thirds of the students at Manhattan School for Children are white.” (The New York Times) Elana and Adam were conscious of the race disparity in the district, the parents considered their zone school to help combat this to some degree-- their children would still benefit-- but they still chose to enroll their child in the predominantly white