EDSE 430

Case Study
Darcy Shioji
1. About Julie James
 Introduction:
‐ 14 years old Strengths:
‐ 100% Filipino ‐ Strong in math
‐ Born and raised in Italy ‐ Very focused
‐ Speaks Italian, English, and ‐ Willing to help friends
Tagalog ‐ Needs little guidance from
‐ Came to Oahu in November teacher
2018 ‐ Not afraid to ask teacher for
‐ Came with Dad and siblings, help
Mom stayed in Italy Challenges:
‐ Visual and kinesthetic learner
‐ Sometimes English language
‐ Not confident in her abilities

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 Classroom Background
Julie is in an ELL Algebra I classroom

‐ Includes students whose first language isn’t English

‐ About 90% of the class speaks Tagalog
‐ Teacher also speaks Tagalog
‐ Instruction is mostly in English
‐ Extra one-on-one help given in Tagalog
‐ To exit: students must take multiple tests involving
reading, writing, speaking, and listening in English
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2. The Problem
 The Issue
Julie is brilliant and at the
top of her class…
However,
She doesn’t volunteer to
share her answers and she
hesitates when called on.
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Through the interview:
‐ Scared to share
‐ Not confident in herself
‐ Not sure why she feels
this way
‐ Worried about what
peers think of her
‐ Doesn’t want to look
like a nerd
 “
How do I better teach
a student like Julie,
who lacks self
confidence?
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 The Intervention
1. During independent work time, Why this intervention?
check Julie’s work & answers
‐ Build Julie’s self-confidence
2. Let her know which question
‐ Reduce nervousness &
she will share ahead of time
feeling of anxiety
with a symbol on worksheet
‐ Make her feel more
3. Allow her time to prepare
comfortable around peers
4. Call on her to share in front of
‐ Prepare her for higher level
the whole class
classes

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 The Data
Day 1:
‐ Checked Julies work
‐ Minimal mistakes
‐ Picked a harder problem
for her to share
‐ Julie writes out work
‐ I thank Julie and explain
what she did to class
Day 2:
‐ Checked Julies work
‐ Careless errors
‐ Picked a simpler problem, but
asked Julie if she could
explain her work to the class
‐ Julie writes work & explains
‐ I thanked Julie & class gives
her round of applause
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 Discussion
‐ She was still a little ‐ If continued, she felt she
nervous when I called on would be more
her confident in herself
‐ Definitely not as nervous ‐ Thinks other students
as before the could benefit from this
intervention intervention

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 Future Classroom
‐ Create a classroom community where all students
feel safe
‐ Use intervention at beginning of school year and
then slowly stop using it
‐ Acknowledge & thank students for sharing their
work
‐ Praise & positive reinforcement

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