• Christian’s family will take him to one play date with a friend once a week and sign him up for one extracurricular activity outside of the home, such as a little league sports team.
• He will receive a once weekly appointment with the school’s guidance counselor to set a goal toward speaking more in class and discuss his feelings and progress.
• Christian will be paired with a peer tutor from the same grade or above that speaks in his L1 but is a higher level of fluency in English. They will communicate in English so Christian can practice, but there will also be the ability to use Spanish comfortably if necessary. They will collaborate on some of the cooperative learning activities assigned in Christian’s class and the tutor can help him to be prepared for introducing his ideas to his small group.
• If there is another ESOL student from the same background in the class they will be put together in small work groups to support each other.
• The class will complete a cultural unit on their ethnic backgrounds to share in front of the class and Christian will be encouraged to share his favorite foods, games, etc. from Puerto Rico with his classmates.
• If Christian works toward completing the above resolutions, his classroom teacher will allow for less of his grade to be taken from amount of participation until he is functioning better in the classroom.

Reflective Questions
1. How else could Christian’s family help him socialize better with his peers?
2. How could his classroom teacher help him to feel more comfortable verbalizing his thoughts in class?
3. Is Christian equally shy meeting new children who are Spanish?

Bloom’s Taxonomy
Level 1: Knowledge
1. What is Christian’s family’s outlook on using the English language?
2. How often is English used in Christian’s home?
3. What is Christian’s academic history from kindergarten until the present?
4. Identify situations in which Christian socializes freely and comfortably.
5. How often does Christian speak in his L1?
6. In which developmental stage of English acquisition is Christian?

Level 2: Comprehension
1. Is it appropriate to expect Christian to rapidly adapt to using English comfortably with his peers since he has only experienced American academic settings?
2. Are there any aspects of Puerto Rican culture that could be related to his shyness?
3. Does Christian’s sister demonstrate the same shyness as Christian with regards to her peers? If so, is this related to Christian’s problem?
4. Are Christian’s mother and grandparents outgoing and social people, or do they prefer to keep to themselves?
5. Has Christian shown any progress related to his shyness? If so, how?
6. Does Christian want to be social with his peers but hindered by his shyness, or does he simply prefer to keep to himself?

Level 3: Application
1. Would Christian’s situation benefit from parental and/or faculty involvement and encouragement?
2. Could some aspects of Christian’s home life be adjusted to facilitate more socialization?
3. Could Christian’s teacher adjust her classroom environment and activities to facilitate more socialization?
4. Would Christian benefit from being placed in a planned academic situation that would encourage peer interaction?
5. Would Christian benefit from being involved in extracurricular activities outside of school that would require him to interact with other children?
6. Would Christian feel more comfortable communicating with other children from similar backgrounds?

Level 4: Analysis
1. Is Christian’s progress towards English acquisition above, below, or average for his age/amount of time spent in the United States?
2. Is Christian’s degree of shyness characteristic of students from similar cultural backgrounds in his situation?
3. What approach to English instruction would be most beneficial to Christian?
4. Is Christian’s situation severe enough to warrant professional counseling?
5. Does Christian’s problem stem from previous experiences in his life?
6. Explain how Christian’s problem could have an increasingly detrimental effect on his academic and personal life.

Level 5: Synthesis
1. Design an instructional plan that would accommodate Christian’s needs.
2. Would continuing Christian’s education without any intervention be harmful to Christian?
3. If Christian were to become close friends with a classmate, would his situation improve?
4. Are there any other factors that may contribute to Christian’s shyness that were previously overlooked?
5. If any other factors do exist, could they be manipulated to improve his level of social interaction?
6. Would participation in non-school related social situations help Christian feel more comfortable socializing in academic situations?

Level 6: Evaluation
1. Do any other students in Christian’s class exhibit the same degree of shyness, and if so, could it be due to the classroom teacher?
2. To what degree could Christian’s shyness affect his overall academic performance?
3. How does Christian’s academic performance compare to that of other ESOL students at his level of English acquisition?
4. Evaluate the degree of stereotypes on the part of school employees that are impeding his academic progress.
5. Evaluate the degree of stereotypes on the part of school employees that are impeding his social development.
6. Evaluate the degree of stereotypes on the part of Christian’s classmates that are impeding his academic or social development.