Week 11- How's it going?

I thought I would write about how my new "assignment completion" system has been working with Ty these past couple weeks and what I have learned about myself and implementation of this system.

One assignment I tried focusing on as much as possible last week with Ty was a handwriting assignment. All she had to do was copy down some sentences that the teacher wrote on the board and discussed/ formed with the whole class. I noticed that Ty becomes distracted the most during this type of whole group instruction because it requires her to work on her own, at her own pace, address her attention to her own paper and handwriting and then back to the board…there is just a lot going on for a girl who already has difficulty staying on task. So, I sat right next to Ty in my own chair and began to help her. I reminded her that if she copied something down, I would give her a check mark for trying. But, if she copied just as it was on the board and did her very best, I would give her a smiley face. She seems to respond positively to this system because it is immediate and gives instant gratification and recognition for her work.

 I have been using a purple pen because, one, purple is her favorite color, and two, it is almost like getting a grade from a teacher and is something different from her pencil. She receives POSITIVE feedback from an authority figure, seeking approval and aiming to please. Although I want her to do her best because SHE wants to do her best and please herself, I think she needs this type of outward approval from an adult figure in her life. I honestly don’t know if she receives this type of attention at home or not but I think she is enjoying it in the classroom (especially positive, not focusing on what she’s doing wrong). 

Anyway, while Ty copied down some of the words, I would put a check mark or smiley face after each word she wrote, focusing on very small aspects of the assignment and encouraging her to take it one step at a time. I would also give Ty the chance to re-do her work if it was wrong or wasn’t her best, while still remaining positive. For instance, if she miswrote the word “have”, or didn’t make the stem of the “h” go all the way to the top line, I would reassure her efforts by saying, “oh, so close! You’re doing great and that is how you spell that word but a lowercase h looks like this. Would you like to try?” Most of the time, she would be very engaged and respond with an enthusiastic, “Sure!”, then trying again. When she wrote it right or fixed her mistakes, I would use a verbal praise (“That looks much better! Very neat handwriting!”) and then place a smiley face over the word or correction. 

Although we didn’t finish the complete assignment and get a chance to copy down all of the sentences, we did make it to the back of the paper which is the farthest I have ever seen her write correctly before. There were some marks and erasing involved but you could tell she was proud of her work and that it took more effort than what she was used to exerting during the handwriting assignment. 

Reflecting on this experience, I realized that I should have given her a sticker or some type of reward (maybe sit with me at lunch) for her hard work. But, the goal of me working with her was to encourage her to just simply finish an assignment and this one was much larger than what she is used to completing. Also, since I encouraged her to correct her mistakes and constantly monitor her progress, it took us more time than it would’ve if she had just wrote the way she wanted (i.e., with mistakes). So, I am still a little unclear about the best way to reinforce this behavior in a positive way. Additionally, that assignment for that day was, what I consider, overall successful but I was not consistent with her the next few days due to testing other students, teaching, or her being absent. I realize for this type of system to work, there needs to be:

1)      Clear expectations (and she should repeat them so I know she understands them)

2)      Consistency (to back up the expectations and create the positive habit)

3)      Effective reward system that is unique to her needs and wants to develop internal motivation

Week 10: Straight from memory

This week, I did not get the chance to journal. Coming back from our second spring break and getting back into the groove, my co-teaching partner and I had a lot to do to help our mentor teacher, such as distributing make up tests, re-organizing the classroom (including student work groups), and teaching whenever possible. Therefore, I did not have the opportunity to take such extensive notes as I did in the past and, when thinking about this, I realized that this shouldn’t be an excuse. If this week was just a fragment of what my responsibilities are going to be when I have my own classroom one day, I should try to develop a system that will make journaling a more systematic, and therefore easier, practice. For this week’s entry, however, I thought I might try to jot down ideas, thoughts, observations, etc. I noticed about Ty from my memory. Here goes nothing…

-         -  Ty seemed much more social this week. I’m not sure if it was from being out of school for a week and missing the other students around her but I noticed that she was much more vocal with her classmates. The times of the day I noticed when she was more interactive with her peers was during recess and fun learning centers (A.K.A. playtime).

-        -   This past week, I tried giving Ty more chances to speak up during whole group instruction, especially to answer questions. I thought that if she had an authentic audience (her peers), she might be better able to express her thoughts and share any of her ideas with the class. I feel that this was beneficial for her. However, she still experiences great difficulty trying to formulate complete sentences to answer questions. An example of a sentence she might try to produce: “Um…one time….one time….I saw………one time I saw….” Ty is very soft spoken already and when she tries expressing herself, her voice tends to trail off or she will begin to look around the classroom. One positive aspect of this engagement is that she is at least talking about something related to the topic. When she used to answer certain questions, she would try sharing a story that was irrelevant to what we were discussing.

-        -   I had to administer a test for alphabet, phonetic, and numerical knowledge with Ty in an one-on-one setting in the centrum outside of our classroom. I had her sit with her back to the door to limit the amount of distractions. I also allowed her to sit in the “big chair” while I sat in the little chair. I did this because it put us at the same level at the table physically and I thought it might show the same type of equality mentally, encouraging Ty to open up and not feel as if I am talking down to her. The test was one that she has experienced twice already this year, once every nine-week period to monitor her progress. I began asking her “what letter is this?” with a very positive attitude, keeping my voice cheery and giving her praise if she just even tried to give me an answer. This seemed to boost her self-esteem and she was more engaged and focused than I had ever seen her in an assessment setting. Although she made little progress with these aspects since the last grading period, her attitude and attention seems to be improving.

-         - Once I finished administering the test and giving Ty lots of praise (i.e., “I am so proud of you! You are really on the ball today! I can tell you’re giving me your best.”), I explained something to Ty that I want to try for my inquiry. I told Ty that for every problem on a worksheet that she finishes, she gets a check mark from me. If she finishes it and it’s the right answer, she gets a smiley face. I asked her if that was okay with her and she nodded yes but I think I gave that instruction rather poorly and not specific enough. 

There are many other things I could say about Ty but I wanted to get down what I can remember from this past week. Something about this week was different and I don’t know what it is but what I do know is…Ty got on purple and was able to choose something from the treasure chest. For any student in this class, that’s a big deal but for Ty…it’s a blessing to be recognized.

Week 9- Revisiting Last Week's Journal Entry

After re-visiting the Holly article we read for this class a couple weeks ago, I decided to try introspective writing. According to Holly, this writing style is “the most challenging and disconcerting type of writing” (12). With this style, I am supposed to examine my own writing and wonder, “Why did I do/feel/think that?” (12). As ego-centric people who do not like realizing that we have faults, this can be an uncomfortable experience. Just thinking about it for myself makes me think, “I have my reasons for thinking and feeling how I do…how can I ask myself why?” But, I am going to try by re-visiting my journal entry from last week. I was tempted to write this week’s journal entry last week since I had the time and my writing was fresh in my mind but then realized that would take away from the reflection experience. I need time for “distortion and increased understanding” (10). As you can see from last week’s entry, I had already allowed time to pass before copying my journal onto this blog and began to write my own reflection thoughts and questions. I will engage in the same kind of behavior now…

-        -   I often write what Ty is doing but not the other children. I feel that my focus has shifted so much to her and her observable behaviors that I am blinded by the environment. This can take away from interactions with other students, eliminate possible stimuli for her behaviors, and distort the focus of my journals. It’s as if I’m looking for negative aspects of Ty’s behavior. Why? So I can justify my reasons for wanting to help her more than the other children? I feel kind of guilty for giving her attention and my focus instead of the other children.

-       -    I fail to put what time of day it is when I am observing. Do I think this is irrelevant? This could indicate patterns in her behaviors yet I have never thought about that before. I also do not indicate how long a behavior lasts for (such as her looking around at things in the classroom). This could also indicate patterns in her behaviors and may even have some significant meaning. I have holes in my data collection and don’t even realize it. I’m much too focused on what she is doing without also considering how long and why she might be doing it.

-         -  As I re-read the journal entry, I realize that I was not looking at Ty the whole time because I do not know what provoked her to look at Alexis and start giggling. Was I writing or looking at my co-teacher and what she was doing? The more I reflect on all of this, the more I realize I do not know how to properly journal so it is clear to me and any other readers what EXACTLY is taking place in the classroom (i.e., stimuli for Ty’s behaviors, when behaviors are taking place and for how long). 

-       -    Finally, why do I feel that Ty is not paying attention? Because she prefers to stand or rock in her chair rather than sit up straight and look at the teacher? Not all students learn the same (or as I do) and she may feel confined if she were forced to sit straight. 

-          - Also, why do I feel the need to include my thoughts and feelings so much (even just slightly)? How can I have a truly objective view? I have been taught to be empathetic all of my life yet I still seem to be judging this student.

Week 8- First in-class journal entry

As the title indicates, this is my first true journal entry taken straight from the journal I used in the classroom the other day. It is all observation. The writing in red are my responses as I re-visit and copy my journal entry. 

March 19, 2013
Where: Whole group instruction in the classroom
Who: Ms. Parsons (my co-teaching partner) was teaching/reviewing food groups
What: Calling on individual students to say which food they cut out from a magazine and which group it belonged to
- Ty is sitting sideways in her chair, rocking back and forth, one hand near her mouth
- She makes a bubble with her mouth as she looks around; behind her, at the pictures from the magazine that are on her desk and in her hand (while Ms. Parsons is talking/ explaining other students' responses)
- " I got ice cream!" (Ty says...but when and in reference to what?)
- When Ty is looking intently at something, she is not listening to the teacher because she doesn't answer questions or look up to respond (how do I know that she isn't listening just because of these observable characteristics?)
- (Teacher asks:) "Who else has a picture of a fruit?"
- (Ty responds:) "Me!" And holds up her picture.
- Ty then stood up instead of sitting and leaned forward on her desk (When did she do this? I remember it was once she came back from the board but how would someone else know if I don't included that?)
- Sits back down and peers into her desk.
- When Alexis went to the bathroom, she looked at the bathroom door. (another student who is seated all by herself towards the back of the room because she is considered a distraction to the teacher and other students)
- Ty looked at another student who walked by to go to the bathroom and watched her for about a minute as she put a plastic bag from her desk into her mouth and bit on it. ("about" a minute? exact timing if possible.)
- (Teacher asks:) "Who else has an oil?"
- (Ty looked at me) "I think I have an oil." (What happened after? What time is all of this taking place?)
- Ty was turned away from the board looking at Alexis, giggling and making funny faces. (At this point, I have to get on to Ty and warn her that if she looks at Alexis again and doesn't pay attention, she has to move her clip).
- As Mrs. Mudry is explaining food groups, Ty is looking at me, twirling a picture on her desk.  

Conclusions
- I need to indicate time for each event as it occurs 
- I need to explain what else is going on in the classroom. For instance, if Ty was distracted by Alexis, what was Alexis doing during whole group instruction to feel distracted or provoke Ty?
- I need to observe throughout the whole lesson, not just end the recordings wherever I feel like stopping.
- I need to be conscious of my thoughts and feelings and how they influence what I observe (i.e., "she is not listening to the teacher"). The only evidence I thought I had of this was her not answering questions or looking up at the teacher to respond chorally with the rest of the class. 
- I also noted at the top of my paper two things:
       (1) Rocking in chair= distracting?
       (2) Appropriate things on desk for lesson
I think I included these because I had my inquiry in mind. I know that Ty needs just one behavior to focus all her attention on and I was trying to focus on which one would be most beneficial in her case. *Later that week, she was playing with things in her desk which weren't related to the lesson. I thought I would focus on her not rocking but maybe that helps her focus? If she has a particular disorder, maybe she can't help but rock. 

Just by revisiting this journal entry that took place only one week ago, it has already opened my eyes to the things I need to work on when observing and journaling. I also realized that I could barely remember this part of the day without these notes to jog my memory. It was very insightful. I wonder how difficult it would be to effectively journal if I were teaching since I took these notes AS the event was happening. Would they be as accurate?    

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?