Student Observation Of Jane Doe

At 1:00 p.m. I entered into Evoline C. West Elementary school on Thursday, July 12 2012 for an interview with Mrs. Yolanda Lawrence. As I entered the classroom, I was greeted by Mrs. Lawrence, the head teacher in this classroom. Mrs. Lawrence has no assistant at this present because of it being in the summer. After I entered into the classroom, the entire class welcomed me with “hello Ms. Flournoy”. It made my day to see all of those smiley faces greeting me. This was a 2nd grade classroom which consisted of 17 students of which 8 were girls and 9 were boys. This interview and observation was a total of 2

The classroom I observed consists of seventeen students, eight of which girls and nine are boys. Of the seventeen students, nine receive services from UCS, and five of which understood and speak English, though not fluently. The students are often pulled out the classroom to receive

Amy Johnson just started first grade. She enjoys going to school because she gets to hang out with her little friends. She loves Ms. Kim, her teacher because she is very nice and lovely. One day Ms. Kim asked the children to get into groups so that can play a spelling game. When Amy was selected to spell “happy”, she completely forgot how to spell it. She was embarrassed. Ms. Kim believed she was just shy to talk in front of her classmates. The next day, Amy was told to read a three-word sentence, but she was not able to carry it out. Amy sometimes turned in her homework incomplete or late. Ms. Kim started to become concerned about Amy because she was showing learning developmental delays. Ms. Kim decided to contact the elementary school social

Deaf is defined as partially or completely lacking the sense of hearing as to where Deaf culture refers to members of the Deaf community who share common values, traditions, norms, language and behaviors. According to the National Institute on Deafness and other Communication Disorders, three out of every 1,000 American children are born deaf or with hearing loss and 9 out of 10 of those children are born to fully-hearing parents. Most of these children who are deaf will attend public schools. By all, means teaching children who are deaf is not easy an easy task and can seem challenging for both the students and the teacher alike but it is certainly accomplishable. Therefore, in order for children who are deaf to succeed in a mainstream classroom, the teacher must first understand the Deaf culture and counteract stereotypes so that he or she may better serve students who are deaf. The article Deaf Culture Tip Sheet by Professor Linda Siple (2003) and Deaf Myths by the Minnesota Department of Human Services (2013) elaborates on these exact issues and provides a better insight on the culture of the Deaf community.

PS. 45 is a school in in Staten Island New York, serving 900 students, 61% of the students are economically disadvantaged. This is a diverse school where 5% of students are Asian, 17% Black, 48% Hispanic and 27% White. They have a population of English Language Learners that take up 6% and 23% of the school's population have disabilities. I am observing a 4th grade classroom at P.S. 45. This class is a general education class with 26 students, two of these students are English language learners and two others struggle with focusing. There are also a number of students in the class that need extra support.

The report states that Julia appears to be a motivated and hardworking student, but experiences extreme anxiety. During the first session, Julia's teacher from STEP South, Mrs. Shannon was present. For the 3 remaining sessions Julia indicated she no longer needed her teacher to sit in on the session, but she did remain in the room. During the sessions, it was very hard to communicate with Julia because of her anxiety, so the class materials and way the class was taught were modified. There were more reading and writing exercises. The instructor was able to speak with Julia frequently, however she did get overwhelmed

There are seven SPED/inclusion students in Mrs. Jackson’s first period class. Mrs. Smith, a paraprofessional, comes into the classroom every day and assists these students with their weekly skills. She may also pull them to the resource room to allow them to have a quiet space to complete independent assignments and/or practice fluency. When Mrs. Smith is unable to be in the classroom, the teacher must take the extra time to make sure that these students stay on task and are given the extra help they may need.

Vocational Planning in the Public School for the Hard of Hearing” by Wanda E. Yerkes places emphasis on the feelings and hardships that Hard of Hearing students are forced to endure at public institutions or Vocational schools. Ms.Yerkes discusses prevocational principles, the hearing aid, adjustment to the aid, emotional and social guidance, counseling and academic and vocational preparatory work. Yerkes believes that a lot of the problems they experience can be alleviated with proper training from jobs and schools. She also believes that giving children that are hard of hearing speech and language classes, along with auditory training can help them succeed in the workforce. However this statement is the reason behind some of the anger in

Jack (not the student real name) is an amiable nine-year-old male, fourth-grade student, at Russian Jack Elementary. Russian Jack Elementary is a Title I school located in Anchorage and enrolls approximately 386 students. Jack lives with his maternal grandma and great grandmother who are both reportedly sickly. Due to his upbringing and the hardships he has faced in his life Jack has some social, emotional issues and have a hard time making friends. Jack has been diagnosed with an attention disorder and has a hard time staying on task. Jack did well in school while on medication for his disorder, but at this moment his family has stopped his medication. During my observation of Jack during class time, he seems to be often distracted, however, with some prompting, he will get back on task. The teacher’s aid is aware of Jack’s problem and keeps an eye on him to ensure he gets his work done. At least two days out of the week Jack will forego recess to stay in and complete unfinished classroom assignment. Currently, Jack is reading at the 3rd-grade level and is in a Tier Three Intervention Language Arts Class.

For many years, people from all over the world, have been coming to the United States because it is considered the land of many opportunities. In this project, I was given the chance to interview someone that’s birthplace was elsewhere by asking many questions around the line of: why did they move to the U.S, what is their culture like, etc. It just so happens, my friend, which will be referred as, Jane Doe, is from Brazil and moved to the U.S. Of course, before introducing her it is important to provide a brief history of her home town.

I observed the math teacher, who I will call Ms. Doe, teach a lesson over volume. The lesson was meant to teach students how to find the volume of a rectangular prism. They do not have I can statements, instead they have EQs. Their EQ for this particular lesson was, “ How do I find volume?” Ms. Doe starts class by using centers. There are four centers that is geared to most of the students in the classroom, and the students are already grouped by ability level. One station was computers were students practiced finding volume. Ms. Doe is able to assess this station using her phone, where the website tells her who is answering questions, how many they are getting right, and if a student is spending too much time on one problem.

After dating for two years, Shawn Sayer and girlfriend Jane Doe decided to end their relationship. For unknown reasons, Sayer started to stalk and harass his ex-girlfriend by showing up to locations where she is known to go. Sayer increased his stalking capabilities by using the internet, he created fake profiles pretending to be his ex-girlfriend and would communicate with random men online. Sayer posted ads with Jane Doe’s phone number and address asking men for sexual favors. As the cyberstalking continued, Jane Doe feared for her life, she changed her name and moved from Maine to Louisiana to live with her relatives. Moving down the East Coast did not stop the harassment, a few months after relocating unknown men showed up in Louisiana claiming that they have communicated with her and consented to sexual intercourse.

Ms. Roush gives her student 30 minutes daily to work on a package. This package contains work that they already had learned and new work that will be introduced soon. Ms. Roush walks around the classroom and helps student individually. There’s one student in particular that needs a lot more help, Ms. Roush is not sure if it's because of the language or there's another problem. I got to help Ms. Roush with the students that needed help on their package, and this particular student could speak well English but couldn’t read nor write. When he attempted to read he was having such a difficult time that he would start screaming and wanted to leave the class. Ms. Roush tried to calm him down and telling him that everything was going be okay and

Unlike the description of Sally in the fourth grade case study, this case study depicts Sally as an unhappy and frustrated fifth grader. Sally is described as having several weakness in the classroom, including being fidgety and out of her seat during class. It is noted in the class scenario that Sally’s teacher, Mrs. Exasperated, has to give Sally several reminders to stay in her seat, stop chewing on paper, and to stop making noise. Mrs. Exasperated seems to be very frustrated with Sally, and does “not know what to do with Sally”.

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