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A middle school English teacher, Joyelle Ranee-Fisher
, paired a realistic CPV with the autobiographical book A Child Called It by Dave Pelzer, a true story about a terrible case of child abuse in California. She wanted her students to think critically about keeping secrets from adults, particularly in crisis situations. She used this CPV at the beginning of the memoir as a way to introduce the topic Cheap MBT Shoes of child abuse and gauge students' thoughts and feelings. She then did a "read and revisit" and asked the students to respond to the same CPV after having read the book. It read as follows:Your friend calls you crying and wants to know if she can spend the night at your house. You ask your parents for permission and they agree. When your friend comes over, she tells you that her mother got drunk again and gave her a bad beating for not doing the dishes. She begs you not to tell anyone and says that one day, she is going to run away. As your friend is getting dressed for bed, you notice bad bruises on her arms and welts on her legs. What do you do? Your parents have raised you to never keep secrets from them and you want to help your friend. You also promised never to tell anyone and don't want to betray her confidence. How can you help your friend without losing her trust?
The first time the students responded to the CPV, the teacher simply let them share their responses in small groups with their peers. The second time, she followed the CPV with a whole-class discussion during which she informed the students of various ways that they could help friends who were being abused by anonymously reporting the incident to a guidance counselor at school or Child Protective Services. This CPV is an example of one that allows the teacher to see the direct impact that the text had on her students' thinking regarding a difficult problem-solving situation.
A high school English teacher, Christina Corsini, paired the following CPV with The Glass Menagerie by Tennessee Williams:
Many of your friends have started dating recently. You have a crush on someone in your class, but you refuse to let that person know. Some of your friends try to get you to ask the person you like on a date. When you speak to your mother about dating, she explains that in your culture, you are not allowed to begin dating yet. Your friends that are of the same culture tell you that they keep their dates secret from their parents. What do you do and why?
The teacher used this CPV to help her students consider one of the themes of the play, but also to make them aware of cultural differences regarding dating. After responding to the CPV, students discussed their problem-solving and the reasoning behind it and used it as a springboard for a discussion about MBT Lami dating within and across cultures. The CPV asked the respondents to look at dating through several cultural perspectives, which in turn gave them a more in-depth understanding of a complex social and cultural issue. In asking students to respond to this CPV, the teacher helped facilitate imaginative problem-posing and problem-solving and created a space for culturally relevant dialogue.
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