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commit.
Read the following scenario before answer the question.
Ms. Johnson is a Grade 7 teacher at Sunshine Primary School, located in a diverse community. Her
classroom includes students from various backgrounds, with different learning abilities and
preferences. Among them is Thabo, a quiet and introverted student who often sits at the back of the
class. Ms. Johnson is known for her energetic teaching style, often favouring group activities and
lively discussions to keep her students engaged.
On a Monday morning, Ms. Johnson introduced a new math topic: fractions. To explain the concept,
she decided to use a game that required students to come to the board and solve problems in front of
the class. The activity was fast-paced, with students competing to solve problems the quickest.
As the game progressed, the classroom was filled with excitement. Most students eagerly raised their
hands to participate, especially those who were more confident and vocal. Ms. Johnson, caught up in
the enthusiasm, focused on these students, calling on them repeatedly. Thabo, on the other hand,
remained quiet, not raising his hand even once. He stared at his notebook, trying to work through the
problems on his own, but the noise in the classroom made it difficult for him to concentrate.
By the end of the lesson, Ms. Johnson noticed that Thabo had not participated at all. When she
approached him during individual work time, she realized he hadn't grasped the concept of fractions.
He had been too intimidated to participate in the group activity and too shy to ask for help when he
didn't understand.
Ms. Johnson also observed that some other students, who weren't as quick to answer or who preferred
to think quietly before responding, had also been left behind. The lesson had mainly benefited the
more extroverted and academically strong students, while those who needed more time and support
were overlooked.
1. How did Ms. Johnson's teaching strategy using a fast-paced game involving group activities
and competition affect students with different learning abilities, particularly those who are
introverted or need more time to understand new concepts?
In the case study of Ms. Johnson, a Grade 7 teacher at Sunshine Primary School, her teaching
strategy of using a fast-paced, competitive game to introduce the concept of fractions had unintended
consequences for students with different learning abilities and preferences, particularly for
introverted students like Thabo. While the game engaged confident and vocal students, it overlooked
the needs of those who needed more time or a quieter environment to process new concepts.
Ms. Johnson’s strategy of using a competitive game aligns with her energetic teaching style, aiming
to engage her students through lively group activities. However, effective teaching involves
understanding and catering to the diverse needs of learners. In her approach, Ms. Johnson failed to
consider the different learning styles, particularly of introverted students who may find a fast-paced
and noisy environment overwhelming. According to the chapter on The Teacher as a Reflective
Practitioner (Gravett), good teaching requires teachers to reflect on how their instructional methods
impact different types of learners, ensuring that their approach is inclusive and accommodates the
Please note that the author of this document will not responsibility for any plagiarizing you
commit.
Read the following scenario before answer the question.
Ms. Johnson is a Grade 7 teacher at Sunshine Primary School, located in a diverse community. Her
classroom includes students from various backgrounds, with different learning abilities and
preferences. Among them is Thabo, a quiet and introverted student who often sits at the back of the
class. Ms. Johnson is known for her energetic teaching style, often favouring group activities and
lively discussions to keep her students engaged.
On a Monday morning, Ms. Johnson introduced a new math topic: fractions. To explain the concept,
she decided to use a game that required students to come to the board and solve problems in front of
the class. The activity was fast-paced, with students competing to solve problems the quickest.
As the game progressed, the classroom was filled with excitement. Most students eagerly raised their
hands to participate, especially those who were more confident and vocal. Ms. Johnson, caught up in
the enthusiasm, focused on these students, calling on them repeatedly. Thabo, on the other hand,
remained quiet, not raising his hand even once. He stared at his notebook, trying to work through the
problems on his own, but the noise in the classroom made it difficult for him to concentrate.
By the end of the lesson, Ms. Johnson noticed that Thabo had not participated at all. When she
approached him during individual work time, she realized he hadn't grasped the concept of fractions.
He had been too intimidated to participate in the group activity and too shy to ask for help when he
didn't understand.
Ms. Johnson also observed that some other students, who weren't as quick to answer or who preferred
to think quietly before responding, had also been left behind. The lesson had mainly benefited the
more extroverted and academically strong students, while those who needed more time and support
were overlooked.
1. How did Ms. Johnson's teaching strategy using a fast-paced game involving group activities
and competition affect students with different learning abilities, particularly those who are
introverted or need more time to understand new concepts?
In the case study of Ms. Johnson, a Grade 7 teacher at Sunshine Primary School, her teaching
strategy of using a fast-paced, competitive game to introduce the concept of fractions had unintended
consequences for students with different learning abilities and preferences, particularly for
introverted students like Thabo. While the game engaged confident and vocal students, it overlooked
the needs of those who needed more time or a quieter environment to process new concepts.
Ms. Johnson’s strategy of using a competitive game aligns with her energetic teaching style, aiming
to engage her students through lively group activities. However, effective teaching involves
understanding and catering to the diverse needs of learners. In her approach, Ms. Johnson failed to
consider the different learning styles, particularly of introverted students who may find a fast-paced
and noisy environment overwhelming. According to the chapter on The Teacher as a Reflective
Practitioner (Gravett), good teaching requires teachers to reflect on how their instructional methods
impact different types of learners, ensuring that their approach is inclusive and accommodates the
