Académique Documents
Professionnel Documents
Culture Documents
Opportunity #2 Lowe 1
Over the past two months I have been working in a unique high-school setting towards
completing my third field experience. I say unique because this school is comprised of 40
students, 5 teachers, and an off-site principal (shared with another school). The size of the
school allows for small class sizes (ranging from seven to sixteen students), and a tightly
knit school community. The secondary V class is made up of nine students; my lessons tend
During the first two weeks of my field experience, I noticed that one of my students,
Steven (names have been changed for privacy), was having difficulties participating in class
discussions. He would never volunteer to speak, and when called upon, he would freeze
and could barely utter a single word response. I suspected he was suffering from anxiety.
This began to severely impact his participation grade and his learning in my classes. I
selected Steven for my case study project in hopes of helping him to overcome his anxiety
about speaking in class and, consequently, to improve his participation grade and overall
learning in my lessons.
and talent for visual arts - particularly anime-style drawings. He showcases this talent
Learning Opportunity #2 Lowe 2
friendly with all students, and has one or two close friends at school. He sits with his best
friend, Sandra, for all of my classes. In terms of his in-class behaviour, I would describe
an academic level, his work is mediocre: often lacking in depth but within the guidelines of
the assignment. As far as I am aware, Steven has not been formally diagnosed with any
disabilities.
My main concerns about Steven are in regards to his participation in class. I noticed that
his reluctance to speak was really beginning to affect his grades in my classes, as
“During Finance, students were asked to research an assigned topic in their textbook
and then present their findings to the class. Steven became very nervous so I tried to
help him with his research while stressing that this assignment did not have to be
perfect and that I would help him while he was presenting. Still, he was very nervous.
When it came time for Steven to present, he froze. In attempt to help him, I introduced
the topic and then asked him very direct questions that he could answer from the
textbook. He was able to answer the questions, but he did so very nervously and with
one-word answers”.
In this instance, Steven’s anxiety severely impaired his ability to participate in the activity.
Although he engaged with researching his topic, he was unable to present this information
I spoke with Steven’s other teachers and learned that this kind of occurrence was quite
common for him. He was doing poorly in many of his other classes on account of his
Learning Opportunity #2 Lowe 3
reluctance to participate. Some of the teachers I spoke with mentioned that they had tried
“putting him on the spot” and “not giving him an out” to speak. I tried this by calling on him
and not moving on until he spoke. However, this strategy was ineffective. Steven would
stay silent for a very long time, looking extremely uncomfortable. Eventually, he might
My Cooperating Teacher had a different approach. She decided to give Steven the
opportunity to submit his comments in writing at the end of class. The goal of this
accommodation was to allow Steven to gain participation marks without needing to speak
in class. Unfortunately, this was also ineffective, as the student never submitted any written
comments or notes to us after class. I knew this student was at risk of receiving very low
marks, or even failing, if his participation in class did not improve. Thus, I decided it was
classroom practices professor to gain some incite into how I should handle this case.
Following my discussion with Professor Baurhoo on September 15th I wrote the following:
“Professor Baurhoo suggested that I not call on Steven directly as this will cause his anxiety
to spike and he will freeze and feel embarrassed. She also suggested that I have students do
more group work instead of individual work”. I decided to implement these suggestions
during a debate activity the following Thursday on September 21st. During this activity
Steven was paired with his friend Sandra, and I was on the opposite side of the debate
paired with the other student who was present that day. During the debate, I tried not to
call on him directly. I would instead try to give him opportunities to speak by saying things
Learning Opportunity #2 Lowe 4
like ‘Does anyone else have anything to add?’ but this didn’t seem to encourage him to
“We were a very small class today (3 students) due to the Jewish holiday and other
absences. Steven and his friend Sandra were both present. In finance we did a small
debate in which I decided to participate due to the small class size. Steven was very
reluctant to participate... He turned to humour, saying things like ‘I can’t… words’ but he
was visibly very nervous. Though he did not actively participate, I could tell that he was
At this point in time (morning of September 21st), I hadn’t seen any improvement in
Arthur’s participation. Working in small groups and not calling on him directly didn’t seem
Steven’
The next strategy I tried with Steven, though simple, seemed to be much more
successful. As someone who experiences occasional anxiety, I tried to put myself in Steven’s
shoes to gage what he was so nervous about. Our class is very small and he seemed to be on
friendly terms with everyone in the class, so it was unlikely that he was afraid of ridicule
from his peers. By contrast, he seemed somewhat uncomfortable around me. I noticed that
he never approached me to ask questions and that I hadn’t actually made much contact
with him. I decided it was necessary to change this by establishing some sort of
I began forming this relationship with Steven by warmly greeting him in the hallway
each morning (a practice that I’ve now adopted with all of my students). After a few days, I
began asking him how his evening or weekend was before class. Often he would nervously
Learning Opportunity #2 Lowe 5
respond with “good” or “bad”, but occasionally he would give me details about the
interesting things he had done. In late September we had a pivotal moment when I
approached Steven while he was drawing in one of my classes. I complimented his artwork,
which prompted him to tell me about his creation. I asked him if he planned on pursuing
art as a career because I could tell that he had real talent in this area. He told me that this
was his plan and that he had already done several commissions over the summer months.
This prompted me to tell him about my sister who attended an animation school in
Vancouver and is now working for Disney. He seemed quite fascinated with this and
proceeded to show me more of his artwork. I say this moment was pivotal for two reasons.
The first is that this was one of the first real conversations I was able to have with the
Steven; the second is that after this, Steven seemed to be much more comfortable around
me. All of a sudden he would start greeting me in the hallways in the morning. When I
asked how his evening was, he would respond in full sentences and ask me how my evening
was. This was one of the first signs of improvement towards my goal of helping Steven feel
Over the following weeks, I kept up the measures described in the last paragraph and
took any opportunity possible to connect with this student. I started noticing
improvements in Steven’s class participation during the first week of October. I wrote the
following during the week of October 2nd: “Steven seems to have really opened up this
week. In numerous classes he has shown good participation. Generally he is less reluctant
to participate when the class size is smaller, as it was today”. During this week, both my
Cooperating Teacher and I noticed a huge difference in Arthur. We saw him begin to speak
Learning Opportunity #2 Lowe 6
without being called upon and even volunteer to read to the class. We were both very
I sincerely noticed Steven’s progress during the second week of October when we did a
jigsaw-style activity in class. Since there were only 4 students present that day, I had them
do this activity individually. I had originally planned for this activity to be done in pairs,
mostly for Steven’s benefit as the last time we did a jigsaw-style activity (see Stage Two),
Steven completely shut down and was only able to provide one-word answers to my
uncomfortable with the jigsaw activity. However, when it came time for him to present
to the class, I was actually quite impressed. With a little guidance and prompting, he
was able to present his summary with personal connections. He did seem nervous but
was not impaired by his anxiety (as he has been in the past). This is a huge
In the following two weeks, Steven did two other in-class presentations. Though he
struggled to perform these presentations on his own, he was able to do so with guidance in
the way of prompting questions. To present, I feel the interventions I’ve implemented with
Today, I am much less worried about Steven’s participation grade than I was at the
beginning of the semester. While he still participates less than I’d like him to, his
improvement over the past four or five weeks has been monumental. He has gone from
speaking zero times per class to speaking two to three times per class and he no longer
Learning Opportunity #2 Lowe 7
freezes when I ask him a question. I am very impressed with the effort Steven is putting
forth to overcome his anxiety about speaking in class and would like to see him continue
Though Steven has shown immense improvement, going forward, he will still need
support. Steven will require his future teachers to get to know him and to establish a
friendly rapport. Ultimately, he needs to know that it is emotionally safe for him to speak in
class and that his teachers value his input. Steven may require help in the way of prompting
forgets what he would like to say. I would suggest that his future teachers avoid “shutting
down” this student’s responses, even if they are incorrect. Instead of telling Steven he is
wrong (which may prevent him from responding in the future), simply try to guide him
towards the correct response or ask another student to respond. I think if his teachers
continue to implement the measures I’ve indicated, Steven will continue to progress in