Monthly Archives: April 2010
As my full-time student teaching is coming to an end, I am observing more and more of my case study student’s behaviors during class. It has been very interesting to watch and see how the SST referral process goes and just how many steps the classroom teacher must take just to get a student considered. We have discussed my case study student at a few different PLC meetings, sharing strategies and possible solutions with other teachers who may have experienced similar issues with students. My CT and I recently met with his mother who has raised some concernes about possible issues with his behavior, attention, and academics. She has just put him on medication, so my CT and I have been keeping detailed anecdotal notes to keep track of any differences in behavior. We have noticed some peculiar mood swings throughout the day…sometimes he will be extrememly fidgety and chatty and other times he will stare off into space, completely quiet and aloof. I am interested to see how his treatment continues. We have referred this student to attend summer school to help support his recent growth in academics. My CT and I feel that he needs this extra boost of confidence in order to succeed in he 3rd grade. I think his parents have decided to enroll him in a private summer tutoring program to replace the public school option, which is fine as long as he is receiving the extra support.
I have grown quite close to this student over the past year and I am very sad to think that I won’t be seeing him every day anymore. I think his overall attitude toward school has improved tremendously and he has become more confident in himself and his abilities in the classroom. My case study student has made many friends over the year, and I hope that they will serve as good influences on him as he advances to 3rd grade next year.
While I have collected quite a bit of data and notes, I have not progressed very far on the actual project write-up. I have my work cut out for me this weekend!
I recognize that I am truly lucky to be working with the group of students I have in my classroom this year. There are very few behavior problems, and even those seem minimal compared to other classrooms I have been in. I chose to read this article, because I wanted to learn more about how to more effectively praise and reprimand my students day to day. I know that teachers can become too comfortable in the classroom, and can sometimes forget that even well-behaved and high performing students need attention in terms of praise and reprimanding.
Since my class is so well-behaved in general, I often find myself calling out the same 2 or 3 students over and over for disruptions and off-task behavior. My stupervisor has called my attention to this, and I have since been trying to keep from saying their names more than necessary. This article made me realize that ignoring disruptive behavior, although difficult, can sometimes prove to be the most effective way to discourage it.
I also enjoyed reading about the importance of rules and expectations in the classroom, not only to smooth activities and transitions, but to provide students with a sense of security, organization, and structure in their day to day lives at school. Sometimes I get caught up in the do’s and don’ts, but I really need to stop and think about WHY we have these expectations and why the rules are in place. This is also a conversation that we can have with our students, as they more than anyone need to truly understand why we expect certain behaviors from them.
I am planning to implement some of the new strategies I have learned from reading this article, but I also think that reading it just helped me to put things back into perspective in terms of my role as a teacher in the classroom. I need to provide constant support and constructive feedback, despite how overwhelmed I may be with the content of the lessons and the chaos of the day to day.