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EDUC 827 Observation Report FormSchool Counseling Extern’s NameBreanna HerringObservation #Circle One: 1st, 2nd, or 3rd Date11/14/14Time9-9:30 amLocationMcDougle Elementary SchoolChild Pseudonym BobGradeCircle One: PreK K 1 2 3 4 5 6 7 8 9 10 12GenderMaleObservationPts.InterpretationPts.A. Setting description (location, people, objects, etc.)-The student has transitioned to the Spanish classroom. -The student is in the back of the classroom at a table with two girls and one boy. -The student is facing the back of the classroom, based on how the chairs are situated. -There are 20 other students in the classroom and one teacher. -The tables are clear of objects. -There is one teacher in the classroom, which has adequate control of the classroom. -The room is organized such that the desk are around the walls of the classroom and the middle is open / 2Cite one connection to your text to the setting as it promotes or impedes development in the domain for this report.The classroom is structured as a social-constructivist classroom as students listen to the teacher and their peers to construct an understanding. For this particular student, I believe this impeded his learning. He struggles to maintain attention and the lack of his voice impeded his learning. I do, however, believe this style would have been effective if the teacher had incorporated more cooperative learning. This would have structured the classroom in small groups where he has a responsibility to share his ideas. *pg. 251/ 1B. Running Record with time frames, sequence of events (be specific and detailed)9am-9:10: The student enters the classroom and quickly finds his seat. He places his jacket on the floor beside him. I am sitting near his desk and he looks at me and smiles. The teacher begins talking and the student is alert to the teacher and the classroom discussion. The teacher explains the class objectives in Spanish and tries to quiet the students. She “shh’s” them often but the observed student is quiet and attentive throughout the process. The teacher asks the classroom to volunteer to complete tasks on the Smart Board. The student hesitates the volunteer and his peers are chosen to participate. The student mouths the answer to the date in Spanish. The teacher asks for another volunteer and the student raises his hand but isn’t chosen. He again mouths the answer. After the date, the teacher asks for a volunteer for the weather. The student volunteers but he isn’t chosen. He watches the chosen student select the correct answer. He doesn’t seem upset that he is chosen. He reaches into his pocket but doesn’t pull anything out. 9:11-9:20: The teacher asks questions in Spanish and waits for the students to volunteer. The student is attentive to the teacher but doesn’t volunteer. 5 students are chosen to find objects in the classroom and describe them in Spanish. The student doesn’t volunteer but watches his classmates. One boy in the class jumps on another student’s back and describes the behavior as “above” in Spanish. The student laughs at the boys and remains attentive. The student reaches in his pocket but doesn’t take anything out. He does this twice while keeping his eyes on the teacher. The teacher moves from the front of the classroom to the back of the classroom. She writes two adjectives on the white board and describes their meaning. The student is attentive but again reaches into his pocket but removes nothing. He looks at me and see’s I am watching him. He looks back at the teacher and acts like he is paying attention. 9:20-9:30: The teacher selects two students to pass out the student’s journals. The student sits quietly and waits for his journal. When he receives his journal he listens to the teachers directions. She asks the students to write two sentences using the adjectives previously discussed. The student opens his journal but doesn’t begin his work. He begins drawing in the back of his journal (approximately 2 minutes). The teacher begins walking around the classroom to monitor student’s progress. She approaches the student and looks in his journal. He has nothing written so she tries to help him. He tells the teacher the write answer and begins to record his answer in his journal. As she walks away to help other students, he finishes his sentence but stops working again. He reaches in his pant pocket but removes nothing. He starts to draw on the sheet of paper. The teacher looks at the clock and realizes she has 2 minutes before class ends. She tells the students they need to pack up and selects a volunteer to take up the journals. The student is drawing and ignoring the teacher’s requests. Someone comes around and collects the journal. The student realizes what is happening and hands over his journal. He reaches for his jacket and follows his classmates into line. He is quiet during this process. / 3Cite two interpretations with connection to text/lectures. There are numerous benefits for bilingualism. Including, “Children who are fluent in two languages outperform others on tests of selective attention, inhibition of irrelevant information, analytical reasoning, concept formation, and cognitive flexibility (Bialystok et al., 2009; Carlson & Meltzoff, 2008). For me, I could tell the student was interested in Spanish and wanted to hear both his teacher and classmate’s discussions. The student also raised his hand and tried to participate despite not being called on.*pg 249-250“Another approach is to encourage low effort students to focus less on grades and more on mastering a task for individual improvement (Hilt, 2004; Yeh, 2010).” The teacher encouraged the student one time during the entire 30 minute lecture. Considering the benefits of effective strategies to include low effort students, this student could have attributed to the class discussions and exerted more effort in his journal entry. In addition, considering the student’s needs (i.e. additional services, fostering an environment with a Master-Oriented approach that maintains attribution retraining. The student would be encouraged while maintaining self-regulation toward task mastery. In this case, Spanish. *pg. 264/ 2C. WonderI am curious as to why the student kept reaching into his pocket. This could simply be intolerable movement or it fulfills another purpose. I also wonder if the teacher didn’t call on the student based on his history. I wonder if the student would have been more attentive in his journal entry if he could have participated in the class discussion. / 1EDUC 827 Observation Report FormSchool Counseling Extern’s NameBreanna HerringObservation #Circle One: 1st, 2nd, or 3rd Date11/14/14Time12:30-1:15 pmLocationMcDougle Elementary SchoolChild Pseudonym WillGradeCircle One: PreK K 1 2 3 4 5 6 7 8 9 10 12GenderMaleObservationPts.InterpretationPts.A. Setting description (location, people, objects, etc.)The classroom teacher is out for the day, so there is a substitute teacher in the classroom. The assistant teacher is sometimes in the room but leaves to run errands. All of the students are separated into groups, each working on different assignments. The student is sitting at a round desk made for six students but there is four students sitting at the table. There is a circle tray in the middle of the desk holding markers/pencils, etc. Everyone is working quietly at the table including the student, allowing the student to focus. After approximately ten minutes of the students working on writing material, the students transition to the carpet. Before heading to the carpet, the students pack up their backpacks. The students are running around the classroom and the environment is noisy. Students are spread throughout the classroom while packing up their things. Once on the carpet, the student is surrounded by mainly girls. He seems distracted with a girl diagonal from him, who later got into trouble for talking. The teacher’s assistant beings reading a book. The student is attentive when the teacher holds the book for the student to see the pictures. After reading and discussing the book (approximately 10 minutes), the technology teacher arrive. The student is attentive throughout the entire technology lesson. The technology teacher is male, while the assistant and substitute teacher are both females. / 2Cite one connection to your text to the setting as it promotes or impedes development in the domain for this report.Simplified computer languages that children can use to make designs or build structures introduce them to programing skills. As long as adults support children’s efforts, computer programming promotes improved problem solving and metacognition because children must plan and reflect on their thinking to get their programs to work (Nastasi & Clements, 1994; Resnick & Silverman, 2005). I feel that introducing computers at an early age is an extreme benefit in today’s society. As long as computers are monitored and do not serve as a distraction or “babysitter,” they offer extreme benefits for a child’s development. *pg. 193/ 1B. Running Record with time frames, sequence of events (be specific and detailed)12:30-12:45Many students approach me and ask what I am doing in their classroom. I explain that I never got to see their classroom guidance lesson and wanted to see their classroom. The students accepted my answer and returned to their tasks. The observed student never asked my reason for visiting and remained focus while I found my spot in the room. The student is working on a writing assignment with 3 other students. After approximately 3 minutes of steady work, the student finishes his task and begins playing with a girl next to him. They are both standing in front of their chairs and begin discussing Pokémon cards. They continue discussing the cards for approximately 3 minutes. The girl then pretends to fake sneeze on the observed student. He thinks it is funny and begins laughing with her. They continue this behavior for about 2 minutes, until the substitute teacher redirects them. The student then begins walking around the room aimlessly, waiting for his fellow classmates to finish their work. He is walking around looking at books in their shelves. He then walks over to another work station and starts talking to another student, who is also finished with their work. 12:45-1:00The students transition from their work stations to packing up. The student finds his bookbag and packs his things slowly. He then walks the long way around the classroom to get to the carpet. He sits in his square on the matt and begins talking to his neighbor. The girl is happy to talk back and they begin laughing and smiling. The student then begins playing with his shoe strings until other classmates sit on the mat. A young girl in front of him sits down and immediately begins talking to him. He is receptive to her conversation but is quickly redirected by the teacher. The student listens to the teacher and sits criss-cross-applesauce. He is attentive to the teacher when she begins to read a story. He gets distracted and starts messing with his shoe laces whenever she turns the book away from the class. Anytime she turns the book for the class to see, he is engaged. The young girl in front of him starts talking to her neighbor and is asked to leave the carpet. The student is aware of his surroundings and watches the young girl move to another spot. He stares at her new seat for a while before returning to the story. After the story the teacher asks the group questions. The student raised his hand quietly and provided answers. He respected his classmates and his teachers during this process. 1:00-1:15The technology teacher entered the classroom with the laptop/iPad cart. The student was focused on the cart and began to show excitement. Many of the surrounding students also got excited and he started talking to his neighbor. The teacher redirected the class but he continued to watch the technology teacher. The technology teacher began to handout the iPads. The student was engaged and quiet during this process. The teacher asked the students to open the iPad cover but not to slide the power bar. The student listened and looked while also watching to see if his neighbor did the same. The student continued to follow the teacher’s directions and was attentive to the iPad directions. He was quiet and on task throughout this portion of the observation. / 3Cite two interpretations with connection to text/lectures. The observed student and a peer were using parallel play. Both students were participating in an advanced interaction, playing make-believe. One student pretended she was sneezing while the other pretended that she blew snot on him. Both students were laughing and giggling, displaying peer sociability in Kindergarteners. *pg. 204The observed student was influenced by modeling. His peers were modeling appropriate behavior after quickly retrieving their backpacks and finding a spot on the mat and the teacher quickly praised their behaviors. The observed student was influenced by this praise and followed the behavior of his peers (i.e. being quiet, sitting crisscross-applesauce, etc.) *pg. 207 / 2C. WonderI wonder if having a male teacher would influence this student’s academic success in Kindergarten. When the male teacher walked into the classroom, the student was staring and watching his every move. He also followed his directions without any issues, slightly different from his reactions to his female teacher(s). At this age, kids tend to model the behavior of someone like them; thus, I wonder how a permanent male teacher would affect his behavior and/or success in Kindergarten. The student he was interacting with was a female, however, she was dressed in “typical” boy clothing. I wonder if this had any influence on his interaction with her. For example, if she was wearing a tu-tu, I wonder if he would have still chosen to play/interact with her./ 1EDUC 827 Observation Report FormSchool Counseling Extern’s NameBreanna HerringObservation #Circle One: 1st, 2nd, or 3rd Date11/14/14Time10:40-11:00 LocationMcDougle Elementary SchoolChild Pseudonym JuanGradeCircle One: PreK K 1 2 3 4 5 6 7 8 9 10 12GenderMaleObservationPts.InterpretationPts.A. Setting description (location, people, objects, etc.)-The students were sitting on the classroom mat. -The student is on the end of the next-to-last row. -the teacher is at the front of the classroom sitting on a chair-there are no objects near the student-the assistant teacher is in the back of the room/ 2Cite one connection to your text to the setting as it promotes or impedes development in the domain for this report.Despite the teacher’s efforts for motivation, this student could not focus. Although he at times displayed educational self-fulfilling prophecies, the teacher regularly favored the best students. I felt this impeded the child’s attention to the lesson, as it was obvious there was a competition between students to answer the teacher’s questions. Although this is typical among 2nd grade students, it wasn’t a supportive environment for this student. *pg.252/ 1B. Running Record with time frames, sequence of events (be specific and detailed)10:40-Student is looking off into the distance(30) student is watching the teacher read10:41-student is watching the teacher read(30)student is staring at his neighbor (male)10:42-student is staring at his neighbor (male)(30)Student is whispering to himself and twirling his fingers 10:43-Student watches the teacher (30)’’10:44-teacher asks the students opinion regarding the story (30) the student replies to the teacher and watches her reading 10:45- the student is looking down with his head in his hands(30)- the student raises his hand to the teachers question (isn’t called on)10:46- the student puts his leg’s under his bottom; he turns around to look at the students behind him(30)- the student watches the teacher10:47- the student is staring into the distance(30)- the student spreads our his legs and lays on the carpet10:48- the student changes to sit crisscross-applesauce; the student is watching the teacher(30)- the student is twirling his thumbs but watches the teacher10:49- the student scratches his legs and plays with his socks (stretching them out and letting them go)(30) the student plays with his shoe (crocks)10:50- the student continues playing with his shoes(30)- the student is watching the teacher 10:51-“(30)-“10:52- “(30)- the student turns his attention to where the teacher points 10:53- the student is staring at his peers in front of him (30)- the student is fidgeting his legs10:54- “(30)- the student is watching the teacher10:55- “(30)-“10:56- “(30)-the student is looking down at the carpet and his fidgeting is legs. 10:57- the student is moving around his legs; the teacher asks the students to work in pairs; his partner is explaining his thoughts of the story but the student is ignoring him. (30)- the students’ partner asks for his response. The student ignores him and is moving around his legs. 10:58- the group comes back together; the student is watching the teacher(30)- the student is tracking the speaker (classmate)10:59- the student is staring in the distance(30)- the student is flicking his fingers and moving his legs. 11:00- “/ 3Cite two interpretations with connection to text/lectures. -This student has trouble with impulsivity and excessive behavior. I believe this child has ADHD, which involves inattention, impulsive and excessive motor activity resulting in academic and social problems. I have been working with this child on controlling his behavior, but I believe he should be referred for treatment. *pg. 239“Providing instruction aimed at increasing knowledge and use of reading strategies enhances reading performance (McKeown &Beck, 2009; Paris & Paris, 2006).” The classroom was completing a district requirement for reading. The teacher is reading a book but the first time they read the book, she doesn’t show the students the pictures. Throughout reading, the teacher challenges the student’s knowledge and reading strategies. I felt this was a positive thing for most student, as it challenged their reading skills; however, this student couldn’t pay attention for most of the lesson; thus, the teacher should determine another way to ensure his attention. *pg. 241 / 2C. WonderThis student has a lot of behavior issues. I wonder if his uncontrollable movements are affecting his relationship with his peers. For example, he couldn’t sit still long enough to talk to his partner. I wonder how this is affecting his relationships. I also wonder how long his incontrollable behaviors have been present. Although I understand children cannot be diagnosed with ADHD until a certain age, I feel it is impeding his development and I wonder if his parents are taking the steps to get him evaluated./ 1 ................
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