Emily is in 7th grade, she is a very outgoing and active student in and out of school. In school as she was growing up, she was involved in extra curricular activities, such as sports, school activities, and student counsel. Emily falls under the Concrete-Operational Stage of Piaget's Theory of Cognitive Development. Outside of school, she volunteers at church and does dance.

 Her academics have been outstanding, as she was growing up she cared tremendously about getting good grades. Emily learns and processed information at a rapid paste. This includes through explicit teaching, pair-share, or independently. She pays attention during class time, regardless on the subject, although especially in Math, as that is her favorite subject. She completes her tasks and assignments in a timely manner, and way before her peers. Although, she gets through her work complete in a timely manner, she encourages herself to strive for more by challenging herself with complex problems, especially in math.

Emily is very kind and welcoming to different students in her classroom. Even if Emily isn't close friends with a student, she can work with them without a problem. She builds upon relationships with her peers to find similar interests or to help each other out to perform a task. This helps Emily's social context of development, according to Brofenbrenner.  Although, Emily works really well with her peers, and during pair-shares, she can also independently work and complete tasks on her own. 

Emily's mother is a teacher at the same school she attends, which also contributes to her good behavior. She follows directions in class, such when assigned a task and classroom expectations. Emily also obeys school rules, such as following the dress-code policies, arriving to class on time, and avoiding getting into trouble with her close group of friends. Emily falls under Kohlberg's 1st stage of Moral Reasoning, which is obedience orientation.  When she needs help with academics and/or has a social problem, she lets the teacher know in a timely manner.

Ron is in 7th grade and has difficulty focusing in class. As a child, Ron was a happy, motivated, and outgoing student. Although, because of a brain injury incident in the beginning of 6th grade, Ron now comes to his 7th grade class defiant, disruptive, and unmotivated to do his work. When asked to perform a task, Ron begins to get really angry and needs to take a few minutes to himself, before trying to approach a task and/or an assignment. When Ron has difficult processing information, he begins to get frustrated and angry and tends to shut down. Ron's identity has changed throughout his transition to grade-levels because of the brain injury he encountered in 6th grade.

Ron has difficult paying attention to lectures and constantly makes noises and blurs out random comments. Although, there are times that Ron approaches assignments, he has difficult processing information and performs poorly on tasks and/or assessments. His teacher has to sit with him one-on-one in order for Ron to perform a task, with scaffolding and rewording questions for him. Ron is concise that he is far below academically than his peers, which causes him to shut down and mention that he does not care about his grades. 

Ron has difficult being around his friends and other students. With his friends, he will rough play, say profanity words, and tease them. The relationship with his friends is not so positive according to Kohlberg's stages of moral reasoning. With other students he isn't close with, Ron will begin to fiddle and demonstrate a feeling of uncomfort around them. When having to follow rules and encountering some form of authority, Ron will talk back and be disobedient. When given some form of discipline Ron will just continue to argue back and slowly calm himself down after awhile. This demonstrates that Ron lacks Kohlberg's Stage 1 of Moral Reasoning, which is obey rules, and avoid punishment. 

Ron will usually give in into performing a task and/or an assignment in and out of class if he knows there is a rewarding outcome for him afterwards. Such as if he is working for a specific amount of time, he can have free time to himself. This puts Ron on Kohlberg's Stage 2 of Moral Reasoning, which is rewards and exchange.