Case 1

Read the following case. Find 5 useful and 5 harmful strategies practiced by students and the teacher. Solve the case by suggesting 10 classroom (5 for Mateo and 5 for Sofia) strategies and 10 behaviour (5 for building the rapport and 5 anti-bullying) strategies 

In Ms. Alvarez's 5th-grade English language class, students are learning English as a foreign language. Among them, Mateo has dysarthria, a speech disorder that affects his ability to articulate words clearly, and Sofia has phonemic dysgraphia, which makes it challenging for her to spell words accurately, especially when they don’t sound as they’re written. 

Mateo often finds it hard to pronounce English words distinctly, especially when they contain clusters of consonants or unfamiliar sounds. His words may come out sounding slurred or unclear, which sometimes frustrates him because he knows the answer but can't express it as fluently as his classmates. During oral reading activities, he becomes self-conscious, fearing that classmates might misunderstand or lose patience with him. 

For Sofia, writing in English is a challenge. She often spells words phonetically, which can lead to confusing errors that obscure the intended meaning. For example, she might write "frend" instead of "friend" or "lite" instead of "light." This difficulty frustrates her, especially during spelling tests or when asked to write sentences on her own. The discrepancy between her understanding and her written output sometimes makes her hesitant to participate in writing tasks. 

Ms. Alvarez takes specific, steps to support Mateo and Sofia. She pairs Mateo with classmates for partner work, where students are encouraged to focus on listening and understanding one another. When Mateo is asked to read aloud, she gently reminds the class to listen carefully and encourages Mateo to speak at a pace that feels comfortable for him. She also uses a supportive nod or gentle smile to reassure him that it’s okay to take his time. 

While Ms. Alvarez means well, she sometimes unintentionally singles out Mateo and Sofia by giving them visible additional help. For instance, during oral activities, she may hover over Mateo as he speaks or prompt him before he’s ready, which can make him feel embarrassed and isolated. Her additional help, while meant to be supportive, sometimes inadvertently draws unwanted attention to his speech challenges. During writing exercises, Ms. Alvarez encourages Sofia to try her best, reminding her that spelling isn't the only measure of good writing. For certain tasks, she allows Sofia to use a spell-check tool or gives her a list of tricky English words for reference. Ms. Alvarez provides feedback by focusing on the strengths of Sofia’s content rather than just correcting spelling, helping Sofia gain confidence in her ideas. Occasionally, Ms. Alvarez avoids asking Sofia to write on the board or read aloud to “save her from embarrassment,” assuming it will protect her. However, this approach backfires, as it limits Sofia’s opportunities to practice and feel part of the group. Over time, these small exclusions reinforce a sense of inadequacy in Sofia, rather than helping her overcome her challenges. Sofia’s classmates sometimes make fun of her phonemic errors by pointing them out and giggling. They may ask her to “read her spelling” aloud as a joke, putting her on the spot in an uncomfortable way. Though some students understand and show empathy, others fail to grasp the impact of these jokes on Sofia’s confidence. Ms. Alvarez has addressed classroom kindness and respect, but there are moments when she overlooks subtle teasing, perhaps thinking it’s harmless. For instance, when a student quietly mocks Sofia’s spelling, Ms. Alvarez doesn’t always intervene right away, assuming it won’t escalate. This lack of immediate action allows some students to continue making subtle jokes at Sofia’s expense, making her feel that her struggles aren’t taken seriously. A few students sometimes sigh, whisper, or make faces when Mateo struggles, adding to his anxiety. When Ms. Alvarez doesn't address these behaviors immediately, they may continue or escalate, undermining the supportive atmosphere she has tried to create. Despite Ms. Alvarez’s best efforts, the rapport in the classroom sometimes wavers. Occasional insensitive actions and misunderstandings disrupt the atmosphere of inclusion. Ms. Alvarez sees the need to reinforce respect and empathy more consistently, addressing subtle teasing and redirecting unhelpful behaviors.