B in History

Case Study: B in History

Twelve-year-old Ellie is the highest achiever in Ms. Davidson’s sixth-grade class. She eagerly engages in class discussions and activities, and she’s conscientious about completing in-class assignments and homework. As a result of her consistent engagement and diligence in her schoolwork, she has earned straight As on report cards in previous years.

At the end of the school day one Friday, Ms. Davidson says, “As you all know, our first-quarter grading period ended last week. I’m handing out report cards for you to take home to your parents. I’m especially proud of one student who always puts forth her best effort, and her grades are almost perfect.” She smiles affectionately at Ellie and hands her a report card. “Here you are. Just one B, Ellie, in history. I’m sure you’ll be able to bring it up to an A next quarter.”

Despite the praise, Ellie is devastated. The B has blindsided her; she had no idea it was coming. Embarrassed beyond words, she successfully fights back tears but looks down at her desk while Ms. Davidson distributes the other report cards. When the final school bell rings, Ellie quickly gathers her backpack and heads out the door, forgoing the usual after-school good-byes to her friends.

What conclusions has Ms. Davidson drawn about Ellie, and on what kinds of information has she probably based each conclusion? Ellie’s parents are unlikely to be concerned about her single B; they’re more worried about her younger brother, who has shown significant delays in reading development. Why, then, might Ellie be so upset? Was it appropriate for Ms. Davidson to announce Ellie’s grades to the class? Why or why not?

what you learned from the case study?

how you would apply you learned from the case study as a future classroom teacher (Be specific.  Would you use a similar strategy in your own classroom?  Do you have ideas of other strategies you could use i.e. from your own experience?

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