Molly Clark Classroom Analysis

Molly Clark is a woman with a background in commercial art who was hired to teach for the first time at an all girls private school. She was hired due to her interdisciplinary model lesson that she taught during her interview that the school thought was very creative. Clark was placed in a eleventh grade English class and given the difficult task to have her students read the play, Macbeth, by Shakespeare (Silverman, Welty, & Lyon, 1996, p.77). Although Clark was initially told she would be able to choose what literature was covered in her class, the principal forced Clark to cover Shakespeare in her class. Clark felt very overwhelmed with this task for a multitude of reasons. With her students already in the “E” (lower-achieving) classes …show more content…
Affective domain emphasizes the attitudes and values of the students (Snowman & McCown, 2015, p.463). As early mentioned some of the students in the classroom did not have much self-confidence in their academic achievement levels. Another issue that arose in Clark’s classroom was the divide between those students who thought they were smart and those who thought they were low-achieving (Silverman et al.,1996, p.78). Although all the students were in the “E” class there were some students that were more advanced compared to others but chose to stay in the “E” classes because they had already made friends (Silverman et al.,1996, p.77). Therefore, some of the students in Clark’s class were capable of more compared to others. This may lead to why some of the students thought it was hard while other students just wanted to talk. It is possible that some students were struggling while some of the students were bored. Clarks grouping of the students did lean towards the girls getting along better and enclosing the gap between those who thought they were smart and the others (Silverman et al.,1996, p.91). However, a technique that may have bettered her instruction, organization, and the thoughts of her students throughout the unit is Bloom’s affective domain. The affective domain has five steps which are: receiving (attending), responding, valuing, organization, and characterization by …show more content…
It is a possibility that with the uses of different teacher expectations, Bloom’s cognitive domain theory, or Bloom’s affective domain theory that her students might have gained more throughout the unit. However, each group of students varies and it is a process of trial and error to see what is going to work with each group. This is why teachers must learn to be flexible. It is also important that for Clark to succeed in the future that she gathers data from this year and then reflects on it to see what she can improve