In Case Study 12, one of George’s goals was to try to make the subject matter more meaningful to his students by “tapping into the students’ own life experiences.” Where, in this case, do you find examples of this approach?

In Case Study 11, George “had thought long and hard about how to nail down what had been learned over the two days of “role-playing” (paragraph 10).  He decided on the “Three Pieces off Advice to a Friend.” Do you think this was successful? If so, why? If not, what might have been better?

In Case Study 11, how did George deal with Frank and Jim who had come to the dress rehearsal in everyday clothes? Do you agree with his solution? What options did he have?

In Case Study 10, why do you think George “perched at the edge of his desk” (paragraph 11)? Did that change the class atmosphere?

How well do you think George handled the issue between Alice and Stanley? What options were there? Might they have worked better?

In Case Study 9, why do you think George “waited” when there was no answer to his question (paragraph 28)? What was the result?

In Case Study 9, George set a time limit for evaluating the resumes, and notified them at the halfway mark that they should be on the fourth resume (paragraph 18).  Why?  Was it effective?

In “Writing an Effective Want-Ad” Second Half, what do you think about George’s use of the board? Was it as effective as possible?

In “Writing an Effective Want-Ad”, First Half, why do you think George kept the group size between four and five students (paragraph 5)? What was his purpose in realigning the last two groups? Do you agree with what he did?

Discuss the types of verbal and non-verbal symbols you have experienced in the classroom.  How were they effective and ineffective toward the learning process.