Observing Scenarios

After I submitted a write up about Evan, I was called to the office and Mrs. Thiam wanted to speak to me. She said, “I read your write up. Mrs. Pereira, you have to be more sympathetic to those kids. They are coming from the broken families. Everyday is a new day, and you have to start new.” Mrs. Thiam continued, “So, how do you and Ms. Vigliotti (who is Evan’s classroom teacher) work together with the perspective of PBIS?” I said, “I speak to her about her students every time when she has music.” Mrs. Thiam went, “No, that’s not what I’m talking about.” However, she did not give me any explanation about how to work together with the perspective of PBIS, and changed a subject. “I called Evan’s mother and left the message to suspend him for

Firstly, communication is key in every situation. Proper communication in this story could have prevented a lot of the negative issues that occurred.

Rodriguez to tell me what is going on with her son. She informed me that he is being bullied by other students in his class and nothing is being done about it. I then turn to Andrew and ask him to explain to me what’s going on. He told me that when they’re in the gym and it’s time to pick a team member that he’s never gotten picked by the other students. He further advised that today while in the restroom today that he accidentally wet his pants while using the urinal and three of his classmates laughed at him. I then asked if he told his teacher(s) about the incident and he said, no. I asked him if he has told any adult inside the building about his situation and he said, no. I asked Andrew if he has ever seen me in the hallways or the cafeteria during lunch time and he said, no. Ms. Rodriguez advised at the beginning of the school year an incident happened and she spoke with the Principal, Mrs. Hinton. I

After school, my mentor called me down to talk to one of our building union representatives. At first, I thought she wanted to discuss how she schedules café duty for the guidance department, since they have one lunch wave a day instead of an entire period every other day. Instead, the building rep had received a complaint by, as she described, “one of our more grumpy” staff members, who was concerned that I was “assigning” duties and that is the job of the administrator and not a teacher. She asked me to send out a clarifying email explaining that I was collecting data related to the teacher preferences and that the administrative team is scheduling the duties. As Diana, the union building rep and I were wrapping up our meeting one of the special education teachers popped her head in Diana’s office and said, “That was a great idea Shannon.” Perfect timing!

Upon realizing their disagreement, Jenny responded by saying to the class that “That’s one way of looking at it.”. By saying this she was not condemning any child for a wrong answer, but was prompting the other students that simply wasn’t the answer that she was looking for. Even when Samantha said the right answer, Jenny still was inquisitive of what the other students were thinking, and dedicated time to hearing their responses because while Samantha knew the right answer, it was critical for other students to be given to opportunity to express their opinion because it would further their personal motivation to participate in the lesson and would deepen their understanding of the experience. I feel as though her approach to the difference in responses was appropriate for the setting because it created an encouraging environment for the students. With

Reporter believes the children are being molested by the father. It's unknown if the mother has been involved or not. Reporter believes this because it was stated by some children in the neighborhood that they had been messed with. Reporter is not sure if the step-children have been abused or neglected. They (Skylar, Kinsley) come to the home on the weekends. They live with their mother. Reporter is not sure the exact words being said. Reporter believes DHS has been out about the same thing. Reporter didn't think it was a good idea to speak with the children. Reporter is not sure if they need immediate medical attention. They probably have bruising on their legs. Reporter is unsure where the bruising came from. It's unknown who caused the bruising.

On June 27th, 2015 I spent at least an hour performing a systemic objective observation at the Highline Place, and Anthem Memory Care Facility. A systemic objective observation means “observing the behaviors or settings of a site in a naturalistic setting” (Katheleen Stassen Berger, 2014, p 22). During my visit I was able to observe the site and answer the provided question below to build my report.

4/6 8:20 AM this worker went to a meeting at the Mac school for Zoey Emery's reentry into school. MS Yaw, Fran, Zoey and two of her teachers meeting. Ms Yaw started the meeting speaking about re-entering school from Lincoln Prairie. Yaw was concerned because Zoey refused to do her academics and therapy while at Lincoln Prairie. Ms Yaw stress that the therapy was helpful for Zoey. Ms Yaw asked how Zoey was doing on her new medication. Zoey told Ms Yaw that she was on Lexapro. The full results of the medication were going to be about five weeks. Ms Yaw questioned about how Zoey was eating and sleeping. Fran said that Zoey was not sleeping well due to anxiety because of returning to school. Ms Yaw then spoke about the expectations for peer interactions

Today Miss Orbach had to prepare for her and Cody's meeting with Malachi. Cody's new autism and ADD therapist. When Malachi arrived at the house, Cody asked him would read a book to him. Malachi agreed to read a book as long as Cody read it with him. Cody and Malachi sat in the living room while Miss Orbach and I sat at the dining room table. The first person that came and interrupted Cod’s session was Emily. Emily wanted Malachi to listen to her read a book. Miss Orbach waited to hear what Malachi was going to say. He told Emily that he really just wanted to work with Cody. Emily was not happy with this, most likely because all the services in the home are shared. Rightfully, she thought she had a right to sit in on Cody session. Malachi

One time I was working with a child name Patrick on his homework. Patrick is a 13-year-old boy, and he’s very aware of his responsibilities and what he has to accomplish for school. However, Fran the site leader came over after we finished the work and asked him if he completed all his work. Patrick responded that we just finished and he’d like to move on, but Fran refused to let us move on until she looked over the homework assignment and his planner to ensure that we had actually finished all his work for the

As with any meeting, the preparation of notes to discuss will be important to come with a resolution with the management and staff. Sarah should call a mandatory meeting with the staff. Once the meeting has started Sarah should first let the staff know that she appreciates all and everything that they do each and every day. I believe letting the staff know that they are appreciated is a good step as a manager when starting a meeting.

I returned the next day pulling the teacher aside and telling her my side of the story. It was for my class’s sake I didn’t want them to write down and learn wrong material. Her response explained that I embarrassed her in front of her students and should have mentioned the mistake after class was done because that would have been more “respectful” then blurting it out and drawing unnecessary attention. I understood I was in the wrong for interrupting her, but at the same time she was in the wrong for not taking the time to check over it when I had pointed it out. Freire implied that solidarity requires true communication, and the concept by which such an educator is guided fears and proscribes communication (322). With an understanding outlook I’ve come to conclude my teacher might fear communicating with her students, some handle confrontation better than others.

Jayla actively engages in working carefully and conscientiously. She is self-motivated, works independently and stays on task. I would like to see Jaya continues to read independently and practice her math facts. Jayla is an amazing student, and truly shines.

Perhaps she thinks he wants to distract her from her work so that she won’t be successful. Mindreading in distressed relationships has a distinctly negative tone. The negative assumptions and attributions reflect and fuel hostility and mistrust. The middle stage: once a negative climate has been set, it’s fueled by other unconstructive communication. People often engage in what is called kitchen-sinking; in which every little thing relating or not relating to conversation is throw into the augment (wood, 234). For example, John might add his original compliant by recalling all sorts of other real and imagined slight from Shannon. She may reciprocate by hauling out her own laundry list of gripes. The result is such a mass of grievances that John and Shannon are overwhelmed (wood, 234).

There were two students using iPads with the volume up loud enough to hear as I entered as well. Three students were riffling through a bucket of plastic letters without being entirely successful in finding the letters they were seeking. Two students were using a drawer of foam letters and word cards to put the letters on the corresponding word. The final student was alone just looking at a book herself. The teacher was going back and forth between the groups who were working with letters trying to assist them in picking the correct letters. She would say the sound while feeling her throat and then tell them the letter they needed and find it for them in the box. She went to the group looking in the tub for letters and found letters for them as well. A cause for concern that we noticed was that she was asking the students to sound out the word “said” as well as having written on the board next to the sight words students were spelling that the vowel team ai =e (meaning short e sound). Mrs. Williams though it necessary to jump in at this point and make a correction since she was teaching something contrary to the curriculum and pointed out that sight words like “said” do not follow the rules of phonics always and need to be taught as a whole word. Also during this brief observation we noticed Mrs. M. having difficulty with the student who was alone. She was not engaging in any work after being asked to join the group and instead took a book and hid