Visible & Invisible Rules in The Classroom 

Some of the rules that I've placed are not speaking out of turn-- raising your hand, independence, and obedience. There were a few parts where Marcus would start participating out of turn and become distracting.  I think the biggest rule i see is obedience, school settings have a structure and the everyone who is part of this learning environment has a place and a role to play Emilys classroom seems fine and though she does not utilize authoritativeness often it did happen, in moments where Marcus may have actually needed some attention, otherwise Marcus receives a lot of support. Maybe this classroom would've benefitted from a teachers aid.  Marcus did not fit into his role entirely and would have much rather to create is own role, which connects to the whole power dynamic thing that is discussed towards the end.  I think many youth spaces i have encountered have initiated this authority model especially on children deemed to be "trouble."  Marcus reminds me of a student who was part of my field placement class, in this class the "trouble" students were isolated they sat alone and away from the rest of the class, I believe them to be misunderstood maybe even impulsive. In regards to Ferri, Many of the kids who are deemed trouble students are struggling for other reasons like ADHD or ADD and have no clue yet, just this idea that they are somehow "bad."