Case 2

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 Amir and 5 for Lily) strategies and 10 behaviour (5 for building the rapport and 5 anti-bullying) strategies 

In Ms. Lin’s 3rd-grade English class, students are learning English as a foreign language. Among them, Amir is hard of hearing, and Lily has ADHD. Amir has partial hearing in both ears and uses hearing aids, which helps him follow lessons, but background noise, especially in a lively classroom, can make it difficult for him to understand instructions clearly. 

During class discussions or group activities, Amir may miss parts of what is said if others are talking at once or if someone speaks too softly. This sometimes causes him to feel isolated, and he struggles to follow along with fast-paced group activities. 

Lily finds it hard to sit still for long periods, and her attention tends to wander, especially during lengthy explanations or activities that require quiet focus, like individual reading time. She might become restless, fidgeting in her seat, or she may start talking to her neighbors during lessons, which distracts others. Although Lily is eager to learn and participate, she struggles to stay on task without getting sidetracked. 

Ms. Lin tries to face the class when speaking to allow Amir to see her lips, making it easier for him to lip-read if needed. She also writes key instructions on the board and uses gestures to support what she says. This helps Amir follow along but sometimes delays her ability to respond to students who raise their hands or speak from across the room, causing some students to lose focus. Recognizing Lily’s need for physical activity, Ms. Lin incorporates short, structured movement breaks between activities to help her release some energy. She also gives Lily the option to stand at the back of the room when she needs to stretch, which helps her focus without distracting others. However, this doesn’t always work, as sometimes Lily feels singled out when her friends don’t have the same freedom to move, making her less eager to participate. Ms. Lin pairs Amir with classmates who speak clearly and patiently, and she designates quiet, small-group activities where noise can be kept low enough for Amir to hear comfortably. However, she occasionally forgets to remind the class to speak one at a time, leading to confusion for Amir. Meanwhile, she allows Lily to lead quick discussions within groups to give her an outlet for her energy, but this sometimes causes Lily to dominate the conversation, leaving others with less chance to contribute. While many of Amir’s classmates try to speak clearly and face him directly, some forget to wait for their turn and talk over one another. This creates noise that makes it difficult for Amir to keep up. Sometimes, students may ask him to “just keep up,” not realizing that it’s hard for him to catch all the words in a noisy environment, which can make Amir feel left out. A few classmates express frustration when Lily becomes talkative or fidgety during activities that require focus. Some have been overheard telling her to “sit still” or “be quiet,” unaware that Lily is genuinely struggling to manage her energy. Although many students admire her enthusiasm, others find it hard to concentrate when she talks out of turn, leading to mild resentment. Ms. Lin sometimes moves Amir closer to the front of the room or positions him near the quietest group of students, assuming this will help him hear better. However, frequent seat changes make Amir feel different from his classmates and sometimes lead him to feel “singled out,” which decreases his comfort in class. Ms. Lin occasionally assumes that visual instructions will help Lily focus. She uses colourful posters and schedules to support organization, but Lily often forgets to check these tools, and they don’t always engage her attention. While Ms. Lin encourages patience, she sometimes overlooks subtle frustrations among classmates, especially when they show impatience with Lily’s distractions or Amir’s difficulty in following fast discussions. Some students express their feelings openly, asking why they must “wait all the time” or why “Amir didn’t hear it.” By not directly addressing these frustrations, Ms. Lin risks creating misunderstandings, and her students may not learn how to effectively support one another. The classroom atmosphere is generally positive, with many students showing curiosity and kindness toward Amir and Lily. However, the occasional lapses in patience and subtle misunderstandings show that inclusivity requires ongoing attention. Ms. Lin sees the need for more direct discussions about respect and empathy, helping students understand the different ways their classmates learn and engage.