The Positive Classroom Instructor Manual Page 1

The Positive Classroom Instructor Manual

Introduction

Activity 1. Case Analysis: Identifying Children’s Needs

For each of the following cases, try to identify what needs are met and what needs are not being

met for these children. Next identify some things that the teacher can do to help the children get

their needs met, using Maslow’s theory as your guide. There is no right answer to these cases.

They are intended to help you problem solve and to help you experience a range of situations in a

format that helps you reflect on the problems and what you would do.

Case 1: Rebecca and the Fruit Snacks

It was during the middle our center time that I found Rebecca huddled up in the corner of

the coat area. It was crowded because we didn’t have enough room for the bulky winter jackets,

hats, mittens, and book bags that belonged to our 23 kindergarteners. I could tell Rebecca was

hiding something from me. “What are you doing, Rebecca?” I asked gently.

“Nothing.” She said defiantly, looking away from me.

I kneeled down in front of her and said, “Let me see what you are doing.” I was worried

about what she was up to. Rebecca didn’t talk much, and kept to herself most of the day. She

pushed something under her arm as she tried to turn away from me. I could see that it was a

package of fruit snacks.

“Rebecca, I can see you have some fruit snacks. It’s not lunch time yet and you need to

be working at centers right now.” I told her. “Where did they come from?” I asked, because I

suspected they were probably not hers. Rebecca always ate lunch from the free school lunch

program at the school and didn’t bring her own. It was difficult for the children because some

kids brought their own lunches filled with high-priced snacks and carefully wrapped sandwiches

and others ate the cafeteria food that was delivered to our classroom.

“They’re mine. My brother gave them to me,” Rebecca said, and pushed the fruit snacks

into her coat pocket. I knew that Rebecca had three other brothers in the school, so her answer

was plausible, but I didn’t really believe her. I had previously caught Rebecca taking food from

the other children 3 times in the last month.

I didn’t know what to say. Should I confront her and ask the other children who had

brought in the fruit snacks? This would send a clear message to her that I didn’t trust her, and I

was worried about that since she seemed so frightened of the world already. And I was pretty

sure that the fruit snacks were Daniel’s since he brought them every day. What was I going to do

The Positive Classroom Instructor Manual Page 2

about Rebecca’s stealing? And how was I going to placate Daniel who will be missing part of his

lunch? How could I handle this in a way that was best for the children’s learning and growth?

1. What needs of Rebecca’s are possibly not being met? Which ones are being met?

2. What can the teacher do to help Rebecca get her needs met? Come up with as many

ideas as you can.

Case 2: Afraid of Lenny

The kids were afraid of Lenny and they were starting to avoid him. It was only October

but I could tell already this was going to be a tough challenge. Lenny had just turned four years

old and this was his first time in school. In our city, preschool was free for all the 3- and 4-year

old children and we were housed with 4 other pre-K classes in one wing of the local elementary

school. The school was in a residential area of the city that housed primarily low-income

working families. I loved the area because it was so diverse: my class of 15 were Latino, Black,

Asian, and White kids all together in one room.

This morning, like most other mornings, Lenny came with his mother and his baby sister,

Clarisse, who was attracting lots of attention for her beautiful smile and cute little braids. Lenny

ran into the room and brought a handful of Lego’s and a wooden block over to her stroller to get

her attention. In his exuberance he bumped into the stroller. “Lenny, stop it! Leave her alone. I

don’t what I’m going to do with you!” chided his mother. Lenny threw the Lego’s and block on

the floor, making a loud clatter, and walked over to the block area and sat down.

I asked Lenny’s mom, “Did he have a tough morning?”

“Oh, he’s always tough. Not just this morning. I don’t know what to do with him. He’s so

aggressive with Clarisse and I’m scared to death he’ll hurt her.”

“Well, let’s set up a time to meet together and maybe we can share ideas and come up

with a way to help the situation. Can you come in during nap time today? How about 1:15?”

“Um, no, I really can’t today. The baby has a doctor’s appointment and I don’t want her

to miss her nap. But some other time maybe we can talk.” She said.

I decided not to push her and made a mental note to gently keep offering to meet with

her. “Well, I need to get back to the kids, but I’ll talk to you at the end of the day. Good luck at

the doctor’s.”

Lenny’s mom left and I turned around just in time to see him push Shanette out of the

way of the building he was making. She toppled over on her side and started crying. “Get out my

way!” Lenny shouted, and went back to building with his blocks. I quickly ran over.

What was I going to do about this situation? I needed to help Lenny with his anger and

protect the other children. What could I do about this situation that was best for all the kids?

1. What needs of Lenny’s seem not to be met? Which ones do you think might be met?

2. If you were this teacher, how many ways can you think of to help Lenny get his needs

met?

The Positive Classroom Instructor Manual Page 3

Case 3: The Reluctant Writer*

We have just finished morning activities in our first-grade class and I have called the

students to the rug. Situated in the middle of the U-shaped desk arrangement, this rug is our

circle time/group reading area. On the other side of the desks are areas set up for various activity

centers. Once everyone is settled down, I give directions for one student to read and the rest will

join in the reading.

Today’s story is about farm animals. The students are all engaged, but I notice that John

is very busy with something on the side of the rug. When it is time for the reading he is in the

right place though and joins in. John reads quite well in the group setting. On his own, however,

he appears to have stage fright. I don’t know if he is shy or if he just lets the group carry him.

After the story is finished, I ask the student what types of animals make good pets. They call out

the names of the animals we have just read about: horses, cows, ducks, chickens, sheep.

As they call out the names, I write them on the chalkboard. Next I lead a discussion on

why it would be hard to keep these as pets in our suburban area. Before I send them back to their

seats for the writing workshop, I tell them, “Think about what kind of pet you would like to have

or what kind of pet you do have. Write down your ideas and we will share them later this

afternoon.”

After fumbling through their desks, the writing journals are out. A few minutes later,

John is playing with his scissors, a pencil, and an eraser. “John, do you have your journal?” I ask.

He says nothing but pulls his journal out from his desk. As the students quietly write, I walk

around the class looking at their progress, asking them questions, and offering suggestions.

I hear John ask his neighbor, “What are we supposed to do?” I’m pleased that Raul

answers him and starts a quiet discussion with Larissa and John about pets that they like. Raul

and Larissa begin writing in between talking to the others, but John just plays with his pencil. I

can hear him using very descriptive words to describe the pet he’d like to have, but still there is

nothing written on his paper. I decide to intervene. “John, your ideas sound great. Start writing

down in your journal just what you told Raul and Larissa.”

“Okay.” He answers, shifting his body in his seat and grabbing his pencil again. John is

pleasant, polite, and affectionate. He is sometimes distracted and tends to wander if he doesn’t

have a lot of structure, but most of the time he pays attention. He relates well socially to the other

students and has a couple of close friends. His mother volunteers at the school in the library and

is very involved in his education.

The students continue to work and I wander back over to John’s desk. I don’t want to

make him uncomfortable by focusing too much on him. I ask him about his pet. After he finishes

talking, I tell him once more, “Just write that down in your journal now, the best that you can.

However you want to spell the words is fine.” He just sits there looking at his journal. Recalling

how easily he lets words flow from him mouth, I wonder if there is a fear of seeing his words on

paper. After walking around to the other groups, I come back to John’s desk. The writing

The Positive Classroom Instructor Manual Page 4

workshop period is over and still there is nothing on his paper except a drawing of a cat. What

else can I do for John?

1. Which of the needs that Maslow identified might not be fulfilled for John?

2. What strategies could the teacher use to help John get his needs met?

*Adapted from Rand, M. K. (2000). Thinking deeper: Early childhood cases for professional

development. Washington, DC: National Association for the Education of Young Children