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D. Brown , "Teaching by Principles: An Interactive Approach to Language Pedagogy"  (2007) .

CIRTL Network " Addressing Students’ Needs: Importance of Knowing Your Students" (2016). Web: http://www.cirtl.net/node/2543

Merriam Webster: http://www.merriam-webster.com/dictionary/motivation

Teacher to Teacher (UK) Limited,
"What Is Kagan Cooperative Learning". Web: http://www.t2tuk.co.uk/studentteacher.aspx

Be Proactive, Not Reactive.

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According to Kagan's theory "Cooperative Learning is an extremely successful teaching strategy in which small teams of students (usually teams of 4) work together towards a learning goal. They may also be working with partners or the whole class.Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it." . My suggestion for Linda is that she could divide students into group since the beginning of the research and writing process. She can divide the groups according to student's' level and mix those students that have more facilities when writing and the ones that present problems. These can be an entertaining way of learning and cooperating among each other. Sometimes students learn by supporting among each other during the whole process.

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I would suggest Linda, to be more proactive and no reactive. Being a reactive teacher affects the pace of the lesson and students' learning, because the teacher is solving the problem at the moment. Proactive teachers "divide the content into meaningful chunks or segments, and then teach each chunk by allowing students to practice what they are learning through active engagement strategies" . Linda should know her students' level before hand and from that she has to adapt the research and her techniques for writing, instead of doing it at the moment.

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Linda motivates her students during her class, with a smile and using positive words to encourage her students to keep on working, for example: "Fine", "Excellent"  "You are right on track, John. Keep Going" . According to the definition provided by Merriam Webster motivation is "the act or process of giving someone a reason for doing something : the act or process of motivating someone" , by giving positive feedback and motivating their students to keep on working , Linda is doing a great job although she is nervous and worried about the deadline. However, she should consider before starting the research and the writing activity if that is something that all her students will be motivated with and if they are not going to be bored at the middle of the process. Again, the context and students' background is important when planning activities and getting to know students' interests.

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According to Brown (2007) " The assessment of writing, especially in a process - oriented classroom, is a thorny issue".."...how can you be a judge and a guide at the same time. Juggling this dual roles requires wisdom and sensitivity" .  When Linda realized that there was something wrong and that all the students were working at different levels, she decided to work more with them, guiding their writing and helping her students to cope with their writing task before the deadline. Students present problem with writing the plot, so Linda's decision is to generate a discussion class in which those students that does not present much problems with writing a plot could give ideas to the ones that have problems. This is a way of assessing students writing and monitoring their work.

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In this case Linda's team rethought the objective of the research and come up with an idea that they considered that was more accessible to the students. However, before adapting the project, teachers should bear in mind the students' level and background. According to CIRTL Network (1997) "To effectively choose teaching methods and help students learn, you must first know something about whom you are teaching. Your students will come from very different backgrounds and have various learning needs.". In this case, the group of teachers didn't took into account that all the students were different  and that they have a varied group with white, black, and asian students with different life styles. Teachers should have been aware that learners are not alike and that they do not have the same level of comprehension or motivation.

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It is of paramount importance to provide information related about the context. In this case study the teacher is called Lina Pierce a seventh- grade English teacher at Littleton Middle School. The groups are formed of 100 to 125 students and the twenty-four new students were heterogeneously grouped. Teachers are blocked as teams according to the system of school.