Focus Student Individualized Intention

Focus Student 2’s strengths are that they learn new material and processes it quickly. The challenge in this scenario is the student wants to work quickly to complete the work, however, they leave out several details. The student shares the details with the teacher, however, forgets to transfer them to the paper. Modification that will need to be made for this student is the ability to verbalize and check what they are working on. I will be applying this to the lesson through think-pair-share. The student will need to think of the problem, pair up with a partner and compare ideas, then share work to check for missing details. This student was selected to show contrast with the other focus student. While focus student 2 works at a faster

The students could have also improved the focus during individual work time. I noticed that a lot of the students were talking to their friends or working on their class posters during the time they were supposed to be doing the second part of the problem set.

Another idea when working with students similar to Jacinta and Rosa in my classroom might be to not assign as much homework. If I know that some of my students are taking care and raising their siblings at home, then I will know that these students may not have time to accurately complete their homework. Another issue with homework, is that some students may not have the resources to complete their homework. If students do not have the appropriate resources, then they might not be able to complete their homework. Every student has a different home life and their home life may make it difficult to complete

Based on your analysis of the focus students’ work samples, write a targeted learning objective/goal for the students related to the area of struggle.

can be deduced. It appears that more interventions are needed on student one at the

A typical day consisted of, casual conversations between students, Mrs. Hughes, and myself while we wait for more students to arrive. The older female students often got side-tracked talking to one another and on their cell phones. I noticed the majority of the students who come to class are the intermediate/ advanced students, only two beginner students came throughout the entirety of my service. At most, only seven intermediate/ advanced students came to class. Yet, there were two constant students in attendance, Rose (intermediate) and Vicente (advanced). I consider both Rose and Vicente the most driven students in the program, their attendance and participation in class speaks for

I have one above grade level student, two grade level students, and two below grade level students. The students I choose are the ones that are most likely to be overlook because they are to quiet and don’t have any outward behavior issues. I also chose one high level student because I wanted to see how I can provide additional resources for student who works above grade level. The lower level students have different abilities when it comes to reading and writing. One student does better in reading comprehension and the other struggles with comprehension but is better at decoding and sounding out words.

- giving support to pupils (individually or groups) who need to finish a particular task

Mary Smith has been struggling with her academics and speech abilities. She is currently getting extra help in reading and math once a week, as well as going to speech therapy once a week. In my field class I have two students that I take out into the hall every Thursday. Both students are behind in reading so I give them extra time and attention. Mary Smith and my two students in the classroom both need extra attention to get the correct amount of help they need. My host teacher shows deliberate practice by having the kids read a story every day during quiet time to help improve their reading skills. The practice is key because practice is a sure way to become competent. She also helps the kids with growth mindset during reading time because

What have you noticed in your students to make you want to address this problem?

In addition to both teacher and student experiencing low levels of motivation, little to no attention is paid to the

Based on how Focus Student 1 did on this assignment and the feedback I provided, I believe my feedback helped her understand and reach the

Why was it necessary to address the chosen target for the focus learner? Cite evidence and specifically reference your IEP-at-a-Glance and your RIOT/ICEL Assessment to support your decision.

What resources (Monday PD, Coaching sessions, Department meetings, ISA coaches) did I use to improve on my professional goals?

Nazir has kindly volunteered for this piece of work. He is a native of Syria who was born in the capital Damascus. His mother tongue is Arabic and he is studying English at South Thames College on the Upper Intermediate level. He currently performs in the top half of the class according to his own assessment with which I tend to concur.