Analysis of Case Study

Running Head: ANALYSIS OF CASE STUDY

Analysis of Case Study

Case Study 3.2 Leigh Scott

Sheena King

Edison College

                                                                                   Analysis of Case Study

Abstract

The purpose of this paper is to discuss the case study 3.2 involving Leigh Scott. This study deals with Leigh Scott, who is the teacher, and her student, Aaron. Aaron is upset with the grade he received in her class. Aaron received a D, and another boy named Dale received a C. Aaron’s argument is that both he and Dale had the same grades on their tests and wants to know why Dale got a C in her class when they did the same amount of work and did the same on the tests given. Any possible arguments for each person will be discussed.

                                                                                    Analysis of Case Study

Analysis of Case Study 3.2 Leigh Scott

This case study with Leigh Scott discusses the problem she is facing with one of her students, Aaron. Aaron is upset with Leigh over the grade she has given him, compared to that of another student Dale. Dale is a main stream student that was put into Leigh’s class by her friend Meg. Throughout this paper, both sides of Leigh and Aarons’ argument will be discussed, and will try to reason a possible outcome of how you could prevent and prepare for this to happen in your classroom.

Aaron approaches Leigh in the morning before class, the day after the students received their grades for the second period. Leigh can sense Aaron is angry about his grade when they begin to discuss the problem. Aaron is very blunt when he, straight forward, tells Leigh that she gave him a D, when he and another student named Dale, who got a C, did the same on the homework and tests. Aaron accuses Leigh indirectly of being biased with her grades. Dale is a white student, and that is the only explanation Aaron can come up with for their grade difference. Leigh wants to discuss this further, but the beginning of class is about to start and asks Aaron to come back after school that day, but Aaron can not do that because he has practice after school. Aaron agrees to come back the next day before homeroom.

After Aaron leaves, Leigh is very concerned over the matter and consults her grade book. She finds that Aaron was right in the belief that both he and Dale did the same on the tests given, both getting mainly D’s and an occasional C. Leigh has been teaching for eleven years, and this is the first time anyone has accused her of being biased. Her grades are given out based on tests, class participation, homework, and a                                                         

                                                                                    Analysis of Case Study

project. She knows that Dale has put forth more effort than Aaron did that period, and that is why she believes she gave him a C, but since she does not grade on effort, she does not know what to tell Aaron the next day. Leigh is faced with some very challenging questions, and has a very short time to come up with the answers.

A few questions Leigh is faced with, is if she should change the grade, if her grading system needs to be updated, and what should she tell Aaron the next day. If she does change the grade, who’s grade will she change. She has to have very good reasons for her choices, that only she can make, with out being in the classroom with her and seeing the differences with the two students, one can not judge how they would change it. As to her grading system, since she found her self giving a higher grade to a student that showed and put forth more effort, she should let her students know that a certain percentage of their grade will be based on the effort they show in class. That way, should the problem arise again she can show the student why they received the grade that they got. Problems like these will always be rising in classrooms, and it is up to us to learn from this and to then solve them.