Bryan creates the teacher-problem category
Bryan insists that his parents are not the problem and forces the office to invent a new teacher-problem category.
In the file: Dewey Fairchild • Bryan Frenchie • Clara Cottonwood
BOOK 2 • CLARA'S CHRONOLOGY DRAWER
The file, in order.
Cases are easier to understand when the papers stop sliding around. Clara put the major turns in order: openings, wrong turns, discoveries, changes, and resolutions.
OPEN ANOTHER DRAWER
Same office. Different drawer.
Each drawer follows a different trail through Teacher Problem Solver.
CHRONOLOGY
What changed, and when.
Not every footstep belongs on the wall. These are the moments that move a case, a relationship, the office, or the story itself.
Bryan records Mrs. Décorder's classroom
The recorder pen gives Dewey and Clara a clearer picture of the classroom and Bryan's own participation in the conflict.
In the file: Bryan Frenchie • Mrs. Décorder • Dewey Fairchild • Clara Cottonwood
The #takeitback exercise resolves the first teacher case
The class reverses the book-drop prank on video, Mrs. Décorder joins the joke, and Dewey considers the first teacher case a success.
In the file: Bryan Frenchie • Mrs. Décorder • Dewey Fairchild
William opens the boredom case
William submits an extreme complaint about how boring Mr. Nisano's Humanities class feels.
In the file: Dewey Fairchild • William Sanai
Dewey observes Mr. Nisano outside school
The after-school observation reveals an ordinary family life and forces Dewey to separate classroom boredom from the teacher's identity as a person.
In the file: Dewey Fairchild • Clara Cottonwood • Mr. Nisano
The class makes Mr. Nisano experience boredom
Students deliberately respond in the flattest, slowest way possible until Mr. Nisano complains that the room has become dull.
In the file: William Sanai • Mr. Nisano • Dewey Fairchild
Mr. Nisano changes the classroom
Mr. Nisano experiments with humor, less monotonous delivery, and a semicircle seating arrangement.
In the file: Mr. Nisano • William Sanai
Bailey opens the shark-fear case
Bailey reports that Mr. Snow's shark-centered curriculum has made students afraid of water in daily life.
In the file: Dewey Fairchild • Bailey Campos • Brad Snow
Dewey links the shark obsession to earlier history
Clara's prompt to ask what came before leads Dewey to public information about Timothy Snow's shark injury and a plausible explanation for Brad Snow's unusual focus.
In the file: Dewey Fairchild • Brad Snow • Clara Cottonwood
The shark facts presentation fails to erase fear
Students appreciate Dewey's risk comparisons but many remain afraid, showing that information alone has not solved the case.
In the file: Dewey Fairchild • Bailey Campos • Brad Snow
Mr. Snow redesigns the learning experience
Mr. Snow proposes a gradual field experience ending with supervised snorkeling around harmless leopard sharks, and Dewey recognizes that the teacher has changed his approach.
In the file: Brad Snow • Bailey Campos • Dewey Fairchild
Vending machines disappear and the school campaign expands
Restrictive toilet-paper dispensers, vending-machine removal, and the official garden turn separate complaints into a larger argument about conservation and student voice.
In the file: Dewey Fairchild • Colin Decker • Seraphina Johnson • Principal Mayoral
The snack garden appears on campus
The trio installs vegetable cookies, hanging snacks, drinks, apple cookies, posters, and pest protection, turning the official garden into a three-dimensional argument.
In the file: Dewey Fairchild • Colin Decker • Seraphina Johnson
Research forces the campaign to change its argument
Evidence shows that toilet-paper conservation is real and many familiar snacks do not meet school nutrition rules, shifting the campaign from simple reversal toward better implementation and self-regulation.
In the file: Dewey Fairchild • Colin Decker • Seraphina Johnson
Students present a balanced alternative at the assembly
The assembly reframes the campaign around measurable paper goals, balanced vending choices, health education, the garden, and shared decision-making.
In the file: Dewey Fairchild • Colin Decker • Seraphina Johnson • Principal Mayoral • Olivia Portapath
Principal Mayoral accepts the ideas and assigns detention
The school accepts the students' ideas while still disciplining them for unauthorized campus access.
In the file: Dewey Fairchild • Colin Decker • Seraphina Johnson • Principal Mayoral
The semester ends with policy changes and a new committee
Normal toilet-paper rolls return, improved vending machines are coming, and students help lead a new conservation committee.
In the file: Dewey Fairchild • Colin Decker • Seraphina Johnson • Olivia Portapath
Don finishes student teaching and Dewey looks ahead
Don completes the semester successfully, Dewey and Don test a new drone, and Dewey ends Book 2 relieved that his father has not become a teacher-problem client.
In the file: Dewey Fairchild • Don Fairchild
OPEN ANOTHER DRAWER
Same office. Different drawer.
Each drawer follows a different trail through Teacher Problem Solver.