Week 7- Inquiry development

This week, I have started to dig much deeper into my inquiry and thinking about the girl I will be observing and developing an inquiry about. I am hoping to see how a visual cue card system will help “Ty” be more focused and complete assignments on time. She has many assignments that are started but never get finished. I feel that Ty needs help in conducting everyday tasks such as organizing her desk and going to the restroom. As I begin to think about my inquiry, I wonder if shifting my focus from an academic one to a more social one would be more appropriate to help Ty develop her skills in and out of the classroom. I began to think that if I could help her in these other areas, she would begin to feel more confident in herself and her academics will begin to improve naturally. What I am having trouble with, however, is deciding what skill to focus on specifically so she does not feel overwhelmed. Also, I am still currently researching the most effective way to praise and offer some sort of reward system, which I also believe would benefit her greatly, encouraging her to do her best. 

I’m realizing I have many more questions than I do answers. If I use a visual cue card system, should I use pictures of Ty and how she should be engaged during whole group? If I choose to focus on one particular skill, which would be the most beneficial for Ty? She seems easily distracted during whole group instruction. She does not look at the board while the teacher is up there writing something, when all she has to do is copy (i.e., math worksheet, handwriting). The more I think about it, the more I believe she just needs to learn to be “in the room”, so to speak. When I turn around from the board to look at her, I want to see her eyes either on me or on her paper as she’s writing. Is this what I should be focusing on? 

Inquiry is something that is very beneficial but always makes me uncomfortable in the beginning. The most difficult part of an inquiry is refining the wondering and trying to figure out what you’re truly trying to implement/ improve, especially when it comes to one particular student. All I do know is that I want to help this student more than anything because it seems that everyone else expects her to fail. Our teacher says things about Ty (sometimes right in front of her) and I don’t think she realizes how that impacts the way she interacts with Ty. Do not misunderstand, I think my mentor teacher is a great teacher, I just think she lacks consistency, which is something that Ty is in dire need of. 

I know that this child is probably going to have to experience RtI in the near future and, with her lack of social and academic skills, she may indeed fail kindergarten. However, I refuse to think this way. I am determined to teach this child AT LEAST one new skill that will benefit her success in and out of the classroom. My biggest confusion/ question at this point is, how do I get there? What are the key components for this? Does anyone have any tips/ words of wisdom for me?