Case Study: Nancy| 1

Case Study: Nancy

Nancy constantly asks the teacher questions. Nancy knows the answer
to many of her questions, and often doesnt wait to hear an answer
before she asks another question. Nancy simply likes to ask question
after question. During a health lesson, Nancy asks, Why do people get
sick? When the teacher answers, Nancy asks, How often do people
get sick? Next she asks, What happens when people get sick? As the
teacher starts to respond, Nancy asks, Do people throw up when they
get sick? At this point, the rest of the class begins to laugh. The
exasperated teacher says, Nancy stop asking those foolish questions.
You are interrupting our lesson!
Nancys incessant questioning has obviously become a problem.
Situations similar to the one given occur daily.
For the sake of this study, we are assuming Nancy is in a middle school
classroom. We will be addressing her needs as related to that age
group.

Part 1: Causes, Context, and Contributing Factors

As we examined the parameters of this study, we discovered that
Nancys behaviour could be attributed to a number of different
explanations. We discussed the possibility of Nancy having her
emotional needs unmet at home and craving that attention from her
teacher and classmates. We also thought diet and lack of proper sleep
could be contributing factors to her behaviour at school. And thirdly,
we discussed the possibility of Nancy experiencing one or two of Erik
Eriksons stages of behaviour. Eriksons Stage 4: Industry vs. Inferiority
deals with children who are encouraged to take risks and demonstrate
their skills. The result being, that a child will develop a sense of
confidence. His next stage, Stage 5: Identity vs. Role Confusion deals
with adolescents who may try on different roles to develop a sense of
self (McLeod, 2013). In this case, Nancy may be assuming the role of
inquisitor.
Researchers who conducted a study to assist teachers in South
Africa with students who suffered from behavioural problems, they
devoted much of their study to the unmet emotional needs of the
learners that function as a behavioural determinant. They explained
that learners with emotional problems experience behaviour issues,
which serve as barriers to effective learning (Weeks, 2001, p. 1). They
also stated that a students behaviour is an expression of stress when
reacting to unsuitable, abnormal and harmful environments (Weeks,
2001, p. 6). They suggested that a students behaviour becomes a way

Case Study: Nancy |2

to free themselves from anxieties, hostilities and jealousies toward

other significant role players in their environment (Weeks, 2001, p. 10).
Although we do not know the specifics of Nancys home life, we
can speculate that she is possibly dealing with anxiety, hostility or
even jealousy at home. Perhaps she has a younger sibling who requires
or gets more attention than she does. Maybe her parents often fight
causing her to feel anxious and sad. Perhaps she is often ignored. The
anxiety she experiences at home could then be extended into the
classroom, where she finds herself competing against her classmates
for her teachers attention (Teaching as Leadership, n.d.).
According to Maslow's Hierarchy of Needs Theory there are five
fundamental levels of needs that exist and are arranged in order of
importance. Figure 1 visualizes the five levels as follows (McLeod,
2016):
Referring to the study
referenced earlier, researchers
commented
on
Maslows
Hierarchy of Needs Theory and
stated that when learners are
preoccupied with their unmet
basic needs, for example being
hungry or lacking in sleep, they
cannot
perform
well
academically. It might also
affect their behaviour, as they
can
act
out
in
anger,
resentment and frustration for
having to suffer whilst their
peers appear to enjoy a state of relative well-being (Weeks, 2001, p.
16).
Although Nancy does not appear to act out in anger, resentment
or frustration, her incessant questions could reinforce the same
principleher behaviour results in the diverted attention of her teacher
away from her peers to herself.
We could link a couple of our inferences regarding reasons
behind Nancys behaviour to Maslows theory. If Nancy is coming to
school hungry and tired, her basic needs are not being met, thus
affecting her behaviour at school. If we refer back to our suggestion
that her emotional needs were not being met at home, we could then
link her situation to Maslows Safety and Belongingness/Love levels of
need. According to Maslows theory the needs we are attributing to
Nancys behavioural issues are the foundational building blocks of his
theory. If we want to remedy Nancys behaviour and help her achieve a

Case Study: Nancy |3

feeling of self-fulfillment without acting out in class, we need to

address her basic and psychological needs first.
Although we have established reasonable possibilities regarding
Nancys behaviour in relation to her lack of basic and psychological
needs not being met, it is important to discuss our last cause that may
be a contributing factor in Nancys study. Nancy is at a stage in her life
where both physical and emotional changes are taking place. Middle
school is often a time where adolescents are craving a sense of self.
Eriksons Stages of Behaviour could help explain Nancys incessant
questioning behaviour. As stated previously, Stage 4: Industry vs.
Inferiority deals with children who are encouraged to take risks and
demonstrate their skills. Nancy may still be experiencing parts of this
phase. The result being, that when she asks questions, already
knowing the answers, she develops a sense of needed confidence.
Eriksons next stage, Stage 5: Identity vs. Role Confusion deals with
adolescents who may try on different roles to develop a sense of self
(McLeod, 2013). Perhaps more likely, as Nancy is a middle school
student, she could be fulfilling her need to find her role. She could be
assuming the role of inquisitor, visually demonstrating that role to her
teacher and classmates.
As a teacher striving to understand and help Nancy correct her
compulsive questioning behaviour, it is important to consider all the
possibilities and reasons behind her actions; however, for the sake of
being able to implement the most efficient action plan into the
classroom, we decided to focus on Eriksons Stages of Behaviour as the
main reason behind Nancys actions. As a teacher we may not be able
to moderate or fix issues Nancy may be struggling with at home, but
we can help Nancy deal with the changes that are happening in her life
as described through Eriksons Stages of Behaviour.

Case Study: Nancy |4

Part 2: Action Plan

Goal:
Our goal is to have Nancy stop asking questions at inappropriate
times in order for her to focus on the lesson, have fewer interruptions
that disrupt other students learning, and avoid negative feedback or
responses from the teacher. We will implement strategies that hinder
Nancys questions, but not her curiosity. In order to find a solution for
this issue, we will have to learn more about Nancy and the causes for
her behaviour. We, as teachers, will have to reflect on our own
behaviour and come up with ways to improve our classroom
management. We hope that Nancy will eventually be able to monitor
her own questions, and have better focus in class.
Step One: Talk to Nancy
In order to find out what is going on in this situation, we would
need to speak first with Nancy. She would be able to give us the most
insight into her mind, and into why she may be asking so many
questions. We thought asking Nancy to stay after class for a couple
minutes would provide the most private conversation, without singling
her out in front of the class. Our goal for the conversation would be to
ask her if she understands the class discussions. If she does
understand the class content, we could infer that her constant
questions are being used to gain attention from the teacher and the
class.
Step Two: Discover the source of Nancys issue.
We are curious as to why Nancy might be asking these incessant
questions. We would first talk to her previous teacher to see if this was

Case Study: Nancy |5

a problem in Nancys previous grade. We could also communicate with

the school counsellor, as he or she would be able to provide us with
some psychological insight into Nancys life. With the counsellor, we
would discuss her home-life, her behaviour, and look at her file to see
if there is anything that could help us out in this situation. For the
purpose of this case study, the counsellor would tell us about Erikson
and his stages of development. Based on Nancys behaviour we would
decide that Nancy is exiting Stage 4 and entering Stage 5. Stage 4 is
all about developing a sense confidence, while Stage 5 is about the
adolescent discovering their identity and trying on different hats
(Batra, 2013). Nancy is still having some confidence issues, so that is
causing her to try on different roles, such as inquisitor or comedian. By
speaking to the counsellor, we are able to identify that Nancys actions
are a part of her growth and development process.
Step Three: Implement BINGO Chip Strategy.
At this time, we would implement a strategy in the classroom in
order to manage Nancys questions. We would discuss the possibility
of giving Nancy BINGO chips to count the number of questions she is
asking (Cox, 2016), which would also help Nancy self-regulate her own
behaviour. We decided that Nancy would be given 5 chips per class.
Each question would cost her a chip, and when she ran out of chips,
she would not be able to ask any more questions during class
discussions. We would encourage Nancy to consider her questions,
and hope this would teach her what a good or effective question is,
and not to waste her chips on unnecessary questions.
Step Four: How are the teachers actions affecting Nancy and
the class?
After speaking to the counsellor and discovering the underlying
cause of Nancys questions, it is our turn as a teacher to consider how
we can modify our own behaviour and classroom environment to help
Nancy. Firstly, we realize that showing our frustrations to Nancy and
the class (as described in the case study) is not an appropriate way to
respond to Nancy, and does not help the situation. As a teacher, we
need to work on controlling our emotions, even if Nancy is wearing on
our nerves, in order to not single her out in front of the class and
further disrupt the lesson. Through reflection, we realize that there are
ways to manage our classroom and ourselves better. Some actions we
can take is to model appropriate classroom behaviour and
management. For example, we would not respond to Nancy when she
is not raising her hand. We need to specifically lay out rules against
talking out of turn, and waiting for the teachers permission to speak in

Case Study: Nancy |6

class discussions (Seeman, 2014). It is important that these classroom

management rules not only apply to Nancy, but to the whole class.
Step Five: Check-in with Nancy and reflect.
After giving Nancy a classroom strategy, discussing options with
the counsellor, and improving our own classroom management, it is
important that we check back in with Nancy in order to find out if the
changes are working for her. By using the chips to regulate her
questions, we hope that she would be able to distinguish between a
helpful, important question and a disruptive one. We would also hope
she is able to focus better. We would discuss this learning strategy
with her. Now that we know the underlying cause for her questioning
behaviour, we would be able to monitor her growth and see how she is
changing throughout the year. We are also more aware of our
classroom management and the way we conduct ourselves as a
teacher. Taking all these factors into consideration, we hope that over
time Nancy will be able to monitor her own questions without using the
chips.

Reflection:
In responding to this case study, our group spent a great deal of
time discussing how to address this problem in a way that was fair to
Nancy, the teacher, and the class as a whole. We felt it was important
to change the way Nancy asks questions in class, because her current
habit can be disruptive and unhelpful, while also considering that
Nancys questions may be a product of poor classroom management,
difficulties with her home life, or a combination of both.
We began our action plan with a means of counting and
regulating Nancys questions: knowing how many questions she may
ask at a time will help her determine which of her questions are
important enough to ask out loud. It is also important to establish that
she is not asking questions due to a lack of understanding. In another
student, the incessant and apparently simple questions may indicate
that the student does not comprehend class material, and cannot or
will not articulate their confusion to the teacher.

Case Study: Nancy |7

As a teacher, it is also important to utilize the resources of the

wider school community. By talking to Nancys former teachers, and
studying her file, we can understand that her questions are a new habit
formed in our classroom. By reaching out to the guidance counsellor,
we can rule out home life disturbances as a cause, and focus on our
own classroom and our own performance. It is important to solidify
rules of classroom managementsuch as raising ones hand, or
waiting to be called on before talkingthroughout the school year to
prevent behaviour like Nancys from arising in the first place. Finally,
we agreed that follow-up discussions with Nancy, as well as personal
reflections, are integral to the success of our action plan, so that we do
not continue on with a plan that is unhelpful to the student or the
class.
We believe that this plan will cause minimal disruption to the rest
of the class, not only by regulating Nancys outbursts, but by modeling
appropriate question asking to the other students as well. Classroom
management rules like raising hands and waiting to ask a question are
important for all students, and do not apply only to Nancy. Addressing
reminders of these rules to the entire class may prevent Nancy from
feeling singled out or picked on for her behaviour. It is our hope that
the implementation of this plan will improve the learning atmosphere
of the classroom, giving all students an equal opportunity to focus and
ask questions, as well as an equal chance to learn, both from the
teacher and from each others carefully considered questions.
Finally, we considered the teachers role in this situation: we felt
that losing patience, and calling Nancys questions foolish was an
inappropriate reaction to the students behaviour. As teachers, it is
important not to administer discipline in a way that is damaging to a
students self-esteem. Nancys roles as comedian or inquisitor are not
inherently bad, and the teacher should not completely discourage
those roles by dismissing them as stupid or silly. Instead, Nancy needs
to learn when it is appropriate to practice and portray these roles, so
that she can do so in a way that is beneficial for her and others.
As a group, we recognize that our action plan addresses only one
possibility in regards to the reasons behind Nancys actions, as well as
supplying only one possible solution. However, within that one
solution, we have presented several resources (other teaching staff,
counsellors, previous files, developmental research, etc.) that can be
used in many different situations. Overall, our group also learned how
many variables feed into a students behaviour, and how important it is
to correct a negative situation in a way that improves the classroom
environment for the teacher, the student, and the class as a whole.

Case Study: Nancy |8

Part 3: Strategies Sheet: Working with Students with

Interruptive
Behaviours
What is defined as a disruptive behaviour?
In this teaching strategy worksheet we hope to demonstrate
some strategies for dealing with disruptive behaviours while still
looking to meet the disruptive students individual needs. Defining
disruptive behaviour is important in understanding teacher strategies
to deal with disruptive behaviour. Disruptive behaviour is defined as
any behaviours that hamper the ability of instructors to teach or
students to learn. (Disruptive Classroom Behaviour Guidelines, n.d.)
There are many types of disruptive behaviour including: swearing,
calling out in class, distracting others, and more. In Nancys case, she

Case Study: Nancy |9

is asking questions repeatedly that interrupt the ability of her teacher

to instruct and distracts her fellow students.
How can teachers help students with disruptive behaviours?
Teachers can help students with disruptive behaviours by
understanding the reasons behind the disruptive behaviour. If teachers
understand the reasons behind their students behaviours by talking
one-on-one with the student, they can better meet each students
needs. In Nancys case, she is experiencing Erik Eriksons fifth stage of
development in junior high. Erikson describes the fifth stage of
development as a time where adolescents focus on exploring their
identities and desire space to try on new roles to develop their sense of
self (MacCormack, 2016). Nancys teacher also does not want to stop
Nancy from asking questions, but should set classroom expectations
for when to ask questions, model the desired behaviour, provide
opportunities for students to self-monitor their behaviours, and create
an engaging classroom environment.
Four strategies we have outlined for teachers to work with
students who have disruptive behaviours:
1. SETTING CLEAR EXPECTATIONS: Sometimes students may not
be aware that their behaviours are disrupting the learning
environment. As the teacher, it is important to set classroom
expectations for desired behaviours in the classroom.
a) Review Class Rules Frequently. It is important to set
class rules, however, teachers need to make sure they
review these class rules throughout the year with the
students and not just on the first day of school. Student
may need reminders of how to work in pairs, how to ask
questions and what to do when they are upset with
someone.
b) Success Criteria and Anchor Charts. Using success
criteria and anchor charts can provide students with
disruptive behaviours another way to model their
behaviour. These two tools help students obtain the
information they may need (MacCornmack, 2016).
Providing success criteria charts on how to ask questions
would help the students see the steps in meeting the
desired behaviour. Posting classroom expectations are a
way for students to independently review classroom
expectations if they forget.

Case Study: Nancy |10

a. MODELING DESIRED BEHAVIOUR: In Albert Banduras Bobo

the Clown experiment, he discovered that children can learn
through imitating and observing another persons behaviour
(CrashCourse, 2014). This experiment was important in
demonstrating that students can model their behaviour after
someone elses behaviour.
a) Teacher Modelling. Teachers can demonstrate how to
follow classroom expectations and desired behaviours.
Repeated teacher modelling can show students how to ask
questions in an appropriate way that all students may be
heard.
b) Peer Modelling. Students can ask questions to each other
and realize that not all questions need to be directed to the
teacher. This enables students to become a leader or
teacher as well.
1. SELF-MONITORING BEHAVIOUR-It is important to enable
students to monitor their own behaviours. Strategies that help
students self-monitor their own behaviour help students develop
critical thinking strategies in determining which questions have
the most importance and priority.
a) Bingo Chips. As in our action plan, giving a student five
bingo chips for each question they are allowed to ask
during the class period, empowers the student to have
choice in deciding what five questions are the most
important for the student to ask. This also helps students
focus on monitoring the chips instead of the disruptive
behaviour. During this process, if students would like to ask
a question, they must turn in a token to the teacher (Cox,
2016). Teachers should also make sure on the fifth chip to
remind the student its their final question and then ask the
students if they want to use the token, so that students can
self-regulate if they need to ask that question.
b) Two to One Rule. This strategy helps the teacher explain
that he or she does not want the same student answering
or responding to all the questions. The teacher can explain
this strategy to the whole class, so that all students can
contribute questions and answers to the lesson. Each
individual student can then count that two questions (or
answers) have been said before they ask one of their own
questions or answers.

Case Study: Nancy |11

a. BRAIN BREAKS OR MOVEMENT ACTIVITIES -Sometimes

students with disruptive behaviours may simply be bored or need
a movement activity to regain their focus. These types of
activities can benefit all students in the classroom and help
create an engaging classroom environment.
a) Hand Up-Stand Up-Pair Up. One activity that some
teachers have used to provide movement activities, while
still discussing class content is Hand Up-Stand Up-Pair Up.
All students in the class stand up and raise their hand.
Music plays as students walk or dance around the room to
find a partner. When the music stops, the students find
high five the closest person and that person becomes the
partner for that round. The teacher re-states the task or
question and gives the students time to discuss in pairs.
The teacher can then ask students to report what they
have learned, do another round, or have the pairs pair up
in groups to create further discussion. This will also help
student build a class community, collaborate, build
relationships, work with different classmates, and enable
students to receive one-on-one attention from their peers.
b) Brain Break. There are many examples that teachers can
use as brain breaks such as stretching, yoga or YouTube
videos. Since there are many different types of brain
breaks, they can be used for any grade level (the teacher
should make sure that he knows his audience). The
purpose of a brain break is for students to take a short
break (about 5-10 minutes) during, before, or after
classroom instruction. The teacher can determine when the
brain break should be used by observing the class, asking
if the class would like a brain break, or allowing students to
self-advocate for a brain break if the brain breaks becomes
a classroom routine. Brain breaks typically work best when
they incorporate physical activity to help students re-focus.

Case Study: Nancy |12

Part 4: Skit
Kaitlyn:
Jazmin:
Holly:
Elyse:
Lan:

Counsellor
Nancy
Narrator
Previous Teacher/ Miss Elyse
Teacher/ Miss Lan

Scene 1Narrator: Welcome everyone to Miss Lans middle school health class.
In this scene our student, Nancy keeps interrupting the teacher with
incessant questions until Miss Lan loses her temper.
Teacher: Okay class, please take out your notes for health class and -Nancy: [interrupting] Are we going to learn about sick people today?
Teacher: Yes, Nancy, can you get your notes please?
Nancy: Why do people get sick?
Teacher: Nancy -Nancy: How often do people get sick? What happens when people get
sick?
Teacher: Well, it depends -Nancy: Do people throw up when they get sick?
Teacher: Nancy! Stop asking foolish questions!
Scene 2Narrator: End scene. In this next scene, Miss Lan has a discussion with
Nancy after class regarding her behaviour and determines that Nancy
understands the material, but enjoys the attention of asking her
questions.
Teacher: Hi Nancy, have a seat. Im sorry for losing my temper in
class this morning. But can we talk about why you were asking so
many questions.

Case Study: Nancy |13

Nancy: Yeah, I guess.

Teacher: So do you understand what we learned about today?
Nancy: Yep!
Teacher: So can you explain to me why people get sick?
Nancy: Well there are things called bacteria or viruses and they make
you sick.
Teacher: So if you understand, why do you ask so many questions in
class?
Nancy: I dunno. I just like asking a lot of questions. And I like it when
the class thinks Im funny.
Teacher: Well, Nancy, youre supposed to put your hand up when you
ask questions, and wait till I call on you before you ask. When you
dont, you disrupt the class and make it hard for everyone to learn.
Some of your classmates have questions too, but they cant ask them
if youre always talking. Lets both try to think of a solution and we can
meet up again tomorrow. Does that sound fair?
Nancy: Yep that sounds good Miss Lan.
Scene 3Narrator: End Scene. Miss Lan wants to come up with a classroom
solution for Nancys questions, but before that, she needs to know why
this problem arose in the first place. She talks to Nancys previous
teacher to see if this behaviour has always been a problem.
Teacher: Hey Miss Elyse, can I talk to you for a second?
Elyse: Sure, Miss Lan, whats up?
Teacher: Well, its about Nancy. Shes been asking a lot of questions
and interrupting the lesson, even though she already knows the
answer to what shes asking.
Elyse: Oh? That was never a problem with me. Why dont you check
with Counsellor Kaitlyn, or look in her file?

Case Study: Nancy |14

Teacher: Ill do that. Thanks!

Teacher: Hey Counsellor Kaitlyn, Im having some problems with Nancy
asking incessant questions in class. Do you know if theres something
going on at home with her?
Kaitlyn: No, her home life is alright for now. But have you heard of
Erik Erikson?
Teacher: You mean his stages of development?
Kaitlyn: Yes! I would say, based on her behaviour, Nancy is exiting
Stage 4 and entering Stage 5. Stage 4 is all about developing a sense
confidence, while Stage 5 is about adolescents discovering their
identity and trying on different hats. Nancy is still having some
confidence issues, so that is causing her to try on different roles, such
as inquisitor or comedian. Nancys questions are just a part of her
growth and development process.
Teacher: Wow, I hadnt thought of that. Thanks, Kaitlyn!
Scene 4Narrator: End scene. After speaking to the counsellor to discover the
underlying cause of Nancys questions, the teacher reflects and
considers how she can handle the situation differently.
Teacher: [typing on laptop]
Narrator: [Teacher reflecting] She has realized that blowing up at
Nancy and the class is not an appropriate response to the situation.
She needs to work on controlling her emotions, even when Nancy is
wearing on her nerves, so that she does not single Nancy out in front
of the class and further disrupt the lesson. She will be sure to establish
better rules about raising hands and waiting to be called on before
answering questions, since these rules apply to all students, not just
Nancy. She is excited to see how her new strategies work out, and will
try to model appropriate classroom management and behaviour with
all students.
Scene 5Narrator: The next morning Nancy and Teacher Lan meet to discuss
the solution that they came up with.

Case Study: Nancy |15

Teacher: So were going to try something: Im going to give you these

five bingo chips, and each time you ask a question, you hand me a
bingo chip. Once your chips are all gone, youre out of questions for
that class, so make sure you use your chips on questions for things
that you really need to know. Do you feel like this a fair solution?
Nancy: Yeah, I can try that!
Scene 6Narrator: Several classes later, Miss Lan checks back in with Nancy to
see how things are working.
Teacher: Hey Nancy, how are you doing today?
Nancy: Good!
Teacher: How are the bingo chips working? Do they help you focus on
asking helpful questions?
Nancy: Yep, the bingo chips help me consider what an important
question is and what is not. Thanks, Teacher Lan for considering my
individual needs!
-THE END-

Case Study: Nancy |16

References
Cox, J. (2016). How to Stop Blurt Outs, Other Classroom Disruptions.
Retrieved from http://www.teachhub.com/how-stop-blurt-outsother-classroom-disruptions.

CrashCouse. (2014, April 28). The Bobo Beatdown-Crash Course

Psychology
[Video
file].
Retrieved
from
https://www.youtube.com/watch?v=128Ts5r9NRE.

Disruptive Classroom Behavior Guidelines. (n.d.) In Clayton State

University Website. Retrieved October 8, 2016, from
http://www.clayton.edu/searchresults?Search=disruptive.

MacCormack, J. (2016). Eriksons Stages of Psycho-Social Development

[PowerPoint: Class 2 Slide #21 and Class 3 Slide #5]. Retrieved
from University of Lethbridge EDUC 3502 Educational Psychology
Moodle Site.

MacCormack, J. (2016). Class 3: Learning Environment. [PowerPoint:

Class 3 Slide #46]. Retrieved from University of Lethbridge EDUC
3502 Educational Psychology Moodle Site.

McLeod, S. A. (2016). Maslow's Hierarchy of Needs. [figure 1]Retrieved

from www.simplypsychology.org/maslow.html

Case Study: Nancy |17

McLeod,
S.
(2013).
Erik
Erikson.
Retrieved
http://www.simplypsychology.org/Erik-Erikson.html.

from

Teaching As Leadership. (n.d.). Responding to Misbehavior. Retrieved

October 2, 2016, from http://teachingasleadership.org/.
Weeks, F. H. (2001). Behaviour problems in the classroom: A model for
teachers to assist learners with unmet emotional needs
(Unpublished master's thesis).