Jessica as Discussion Director
Thinking it would result in lively discussion, I placed Jessica in a tri-racial group of girls with very strong personalities. Two of the girls liked to read aloud and two of the girls (one of which being Jessica) tended to talk incessantly in class regardless of whether it was a discussion day. However, all of the girls tended to come to class unprepared and this trend continued throughout this unit. As a result, their discussion fell short of being either exhilarating or accurate; the girls spent the class doing the written work they were supposed to have done for homework. Jessica, during this time, only succeeded in writing down four of the requisite nine discussion questions for her role. To her credit, however, she made an attempt to engage her unwilling group mates in a discussion, and that too was part of her role.
It is peculiar to note that on the same day Jessica turned in this hastily written and incomplete role work, she came to me to personally ask what she could do to bring her grade up. Clearly there is some sort of disconnect occurring, but when I pointed out the incomplete nature of this and other assignments as the cause of the low grade, Jessica seemed fully aware and willing to take responsibility. After talking further it seemed that her main motivation for succeeding was to avoid the displeasure of her mother; clearly this motivation was not sufficient. She seems like she needs a positive, self-affirming motivation. Part of this project's aim was to provide her with a positive, supportive connection, but this connection, for her, did not translate into academic success.
It is peculiar to note that on the same day Jessica turned in this hastily written and incomplete role work, she came to me to personally ask what she could do to bring her grade up. Clearly there is some sort of disconnect occurring, but when I pointed out the incomplete nature of this and other assignments as the cause of the low grade, Jessica seemed fully aware and willing to take responsibility. After talking further it seemed that her main motivation for succeeding was to avoid the displeasure of her mother; clearly this motivation was not sufficient. She seems like she needs a positive, self-affirming motivation. Part of this project's aim was to provide her with a positive, supportive connection, but this connection, for her, did not translate into academic success.