"I do not understand why we have to learn this if we are not even citizens of the United States!"\n\nYou Respond: \n\nUnderstanding how another country is run helps other countries understand where to [[look for help.]]\n\nor\n\nIt is not important how you feel, this is the curriculum and this is [[what we are learning about.]]

Why don't we move your seat to another space in the room so that you can better focus.\n\nThe discussion continues and after a while students begin to have a better understanding of the US Government.\n\nThe conversation is brought to a close and furthur conversation will continue [[within the classroom tomorrow.]]

Soon another student expresses [[her concerns.]]

But how will this [[help me?]]

These are words that we are using each day and you can always ask me to help you pronounce the word for you again.\n\nThe discussion continues and after a while students begin to have a better understanding of the US Government.\n\nThe conversation is brought to a close and furthur conversation will continue [[within the classroom tomorrow.]]

The discussion starts out with students posting questions about the lesson from the day. Other students are able to help them by explaining the concepts in their own words.\n\nThen one student expresses why [[they are confused]].

I cannot understand what is going on in class because the Johnny will [[not stop talking.]]\n\nI cannot understand what is going on because I read too slow to [[comprehend what I am reading.]]\n\nI cannot understand what the vocabulary because I spend too much [[time sounding them out.]]

Well maybe in the future when you are creating a business, maybe you will think back to now and use Checks and Balences within your business to make sure everything runs smoothly.\n\nAnother student expresses [[her concerns.]]

How about you work together with a friend who you could listen to read while you follow along in the book.\n\nThe discussion continues and after a while students begin to have a better understanding of the US Government.\n\nThe conversation is brought to a close and furthur conversation will continue [[within the classroom tomorrow.]]

Some of your learners are struggling with understanding how the US Government's three branches really work. You decide to use a “Google Hangout” study session and invite students who are struggling to attend for additional synchronous help. During the Hangout some of your students convey personal information about how and why they are struggling in class.\n\nMultiple students have joined the hangout and [[discussion is fully underway.]]

The student is quiet for a bit but then shows that he has understood and continues to ask questions about c[[oncepts he does not understand.]]

The synchronous help session has come to and end. Although students left the conversation better understanding the concepts a lot of the conversation was about dealing with personal issues or conflicts among students.\n\nThis hangout would not be useful for recording because the conversation was being pulled in many directions that were not all based on just the concepts being covered. This video would not be beneficial for anyone else to see because personal thoughts were shared beyond just the material. Another class would not benefit from know those student's personal issues.\n\nA way to prevent having students recording the session would be to have it explained in the student contract that they would each sign at the beginning of the year. In the contract it could say that Google Hangouts are a place to extend the learning and to get help and are not meant to be recorded for personal blackmail. If a student had done something like this and the teacher found out it that student would have to suffer consequences. Having this be a part of their contract will help keep these types of learning experiences private among the students who took part in the session.