Possible Solutions, Reflective
Questions, and Bloom's
As previously discussed, Christian is developing quite well in terms
of his academic performance. However, his education may be suffering
due to a problem with his shyness and lack of participation in cooperative
learning activities. Christian has a difficult time participating
in group activities in and out of class and contributes little to
nothing in these learning situations. Also, he does not volunteer
answers in class and does not want to speak in front of the class.
Christian’s teacher highly values cooperative learning and utilizes
it in class assignments daily. His lack of involvement could begin
to affect his grades for his third grade year if the problem is not
resolved. In addition, Christian does not appear to be socializing
well in school and has limited access to friends outside of school
or extracurricular activities. Christian’s mother and grandparents
are dedicated to improving his education as much as possible and also
have concerns about his shyness. They agreed to come to a meeting
at school with the school’s principal, counselor, Christian’s
classroom teacher, and his ESOL teacher. All parties involved were
previously made aware of the concerns for Christian’s performance
and lack of socialization and came to the meeting prepared with ideas
to share towards helping him overcome these issues. After collaborating
on the problem, these possible solutions were generated.
• Christian’s family will take
him to one play date with a friend once a week and sign him up for
one extracurricular activity outside of the home, such as a little
league sports team.
• He will receive a once weekly appointment with the school’s
guidance counselor to set a goal toward speaking more in class and
discuss his feelings and progress.
• Christian will be paired with a peer tutor from the same grade
or above that speaks in his L1 but is a higher level of fluency in
English. They will communicate in English so Christian can practice,
but there will also be the ability to use Spanish comfortably if necessary.
They will collaborate on some of the cooperative learning activities
assigned in Christian’s class and the tutor can help him to
be prepared for introducing his ideas to his small group.
• If there is another ESOL student from the same background
in the class they will be put together in small work groups to support
• The class will complete a cultural unit on their ethnic backgrounds
to share in front of the class and Christian will be encouraged to
share his favorite foods, games, etc. from Puerto Rico with his classmates.
• If Christian works toward completing the above resolutions,
his classroom teacher will allow for less of his grade to be taken
from amount of participation until he is functioning better in the
1. How else could Christian’s family help him socialize better
with his peers?
2. How could his classroom teacher help him to feel more comfortable
verbalizing his thoughts in class?
3. Is Christian equally shy meeting new children who are Spanish?
Level 1: Knowledge
1. What is Christian’s family’s outlook on using the English
2. How often is English used in Christian’s home?
3. What is Christian’s academic history from kindergarten until
4. Identify situations in which Christian socializes freely and comfortably.
5. How often does Christian speak in his L1?
6. In which developmental stage of English acquisition is Christian?
Level 2: Comprehension
1. Is it appropriate to expect Christian to rapidly adapt to using
English comfortably with his peers since he has only experienced American
2. Are there any aspects of Puerto Rican culture that could be related
to his shyness?
3. Does Christian’s sister demonstrate the same shyness as Christian
with regards to her peers? If so, is this related to Christian’s
4. Are Christian’s mother and grandparents outgoing and social
people, or do they prefer to keep to themselves?
5. Has Christian shown any progress related to his shyness? If so,
6. Does Christian want to be social with his peers but hindered by
his shyness, or does he simply prefer to keep to himself?
Level 3: Application
1. Would Christian’s situation benefit from parental and/or
faculty involvement and encouragement?
2. Could some aspects of Christian’s home life be adjusted to
facilitate more socialization?
3. Could Christian’s teacher adjust her classroom environment
and activities to facilitate more socialization?
4. Would Christian benefit from being placed in a planned academic
situation that would encourage peer interaction?
5. Would Christian benefit from being involved in extracurricular
activities outside of school that would require him to interact with
6. Would Christian feel more comfortable communicating with other
children from similar backgrounds?
Level 4: Analysis
1. Is Christian’s progress towards English acquisition above,
below, or average for his age/amount of time spent in the United States?
2. Is Christian’s degree of shyness characteristic of students
from similar cultural backgrounds in his situation?
3. What approach to English instruction would be most beneficial to
4. Is Christian’s situation severe enough to warrant professional
5. Does Christian’s problem stem from previous experiences in
6. Explain how Christian’s problem could have an increasingly
detrimental effect on his academic and personal life.
Level 5: Synthesis
1. Design an instructional plan that would accommodate Christian’s
2. Would continuing Christian’s education without any intervention
be harmful to Christian?
3. If Christian were to become close friends with a classmate, would
his situation improve?
4. Are there any other factors that may contribute to Christian’s
shyness that were previously overlooked?
5. If any other factors do exist, could they be manipulated to improve
his level of social interaction?
6. Would participation in non-school related social situations help
Christian feel more comfortable socializing in academic situations?
Level 6: Evaluation
1. Do any other students in Christian’s class exhibit the same
degree of shyness, and if so, could it be due to the classroom teacher?
2. To what degree could Christian’s shyness affect his overall
3. How does Christian’s academic performance compare to that
of other ESOL students at his level of English acquisition?
4. Evaluate the degree of stereotypes on the part of school employees
that are impeding his academic progress.
5. Evaluate the degree of stereotypes on the part of school employees
that are impeding his social development.
6. Evaluate the degree of stereotypes on the part of Christian’s
classmates that are impeding his academic or social development.