Tinasre Fadel

In the case study, Sara had several issues with social interaction. Sara prefers to read and write her books alone. She doesn’t understand the use of figurative language, and she struggles with recognizing which behaviors will be

For example, Alex goes to Tipton Rosemark Academy in Tipton County. She joined the golf team and the art club in order to interact with more people; However, she does not score as well as the other girls on the team, and has a different art style than the other art club members. This makes Alex feel self-conscious and she becomes more reclusive as a result, because she fears what her colleagues and teammates will say about her. The team and her schoolmates do not dislike Alex for these reasons as she assumes. Presuming she is conceited as a result of her withdrawn tendencies, they decide it is best to not include her. Moreover, the popular group sees her as a good target because of it. As a result, Alex typically gets stuck going out with her parents or invited to do things when she overhears the planning conversations. Being the type of person she is, Alex never said a word and has been dealing with this since the sixth grade. This affects Alex’s parents because they hurt for their child, wishing that it could be different for her. Alex is aware if she does not at least try to do something, she is not going to be involved or ever make more friends, and remains fully aware that the situation has an indefinite chance of continuing in the case she does not do anything about it; and thus, resolves to make a change.

Mia and her family has several strengths and weaknesses. Mia’s strengths are openly shown while at school or related to her education. Educationally, Mia is an average student and she is focused on taking the SAT and getting into a great college. Mia has strengths socially as well. Mia was apart of several clubs and she seems to have a lot of friends at school. On the other hand, some of the weaknesses are tied within the family. One of the major weaknesses of Mia’s is that she compares herself academically to her older siblings which makes her stressful when it comes to

Ana is a 10-year-old girl in a general education 5th grade classroom at an elementary school in the Bronx. With regards to her academic Ana struggles with reading and writing skills. Ana told me that she often needed individual assistance to complete her assignments both in school and at home. She also told me that she was taken out of her classroom twice a week to see a speech therapist. I selected this child for my observation because I wanted to see if she is able to adapt to different surroundings and concentrate in reading while being in a place with strangers. For children taking them out of their comfort zone sometimes inhibits them from giving their full potentials. Ana’s mother Sandra told me that in school Ana is talkative and easily

Ellie is a well disciplined, industrious student with a pleasant personality. She comes to class prepared and ready to share her knowledge. In class discussions, Ellie explains her views concisely and often give supporting arguments that are both clear and persuasive. Ellie also demonstrated good teamwork skills in group assignments. On tests, she tends to trade accuracy for speed which results in silly mistakes. I encourage her to take her time to answer questions

Having the drive to succeed, try new things and a strong sense of right and wrong helps her to chart new courses. We’ve seen her teach herself basic American Sign Language, knitting and build craft lighting. Just this last semester she took up the violin. When given the option to do presentations on any topic that she wants, she’s chosen interstellar chemistry and aviation. With one training flight under her belt, she is certainly aiming high and hopes one day to learn to fly. She is not all work and no play, though. When comfortable

She has a perfectionist side most days, spending lots of time trying to make everything perfect. She works very hard in my class and has so much passion for the things that she enjoys, so much so that is always trying to teach you about her various interests. The Korean culture fascinates her with their culture, she has taught herself their way of dancing, memorized the lyrics and plans to attend the K-Com this summer in LA; you can see when Melissa sets a goal she is set on accomplishing it. Melissa is one of the most uplifting and positive students that I have ever had! This student has such an optimistic outlook on life and a drive to explore the world. In addition to her infectious personality she is also an amazing artist, her attention to detail and creative eye makes her sketches very intriguing, this will play a role in her ambitions to become a forensic scientist. Overall, she is one of my favorite students and has been selected as a student of the month for our 8th grade already this

Lazaria is in the IB (International baccalaureate) Program at Page High school, which is a very rigorous course. The IB program demand students to dedicated most of their 4 years in high school to writing extensive papers and staying up long hours of the nigh to complete assignments. Lazaria has been able to maintain her grades despite what the IB program has thrown at her. She has remained in the top 10% of her class for the last 4 years. What I enjoy the most having taught Lazaria is her ability to transform form a leader in the classroom to a leader on the court. Watching Lazaria play volleyball you can tell that she helps lead the team and that each girl looks to her for support. Lazaria demonstrates passion for helping people. I meet Lazaria though the Urban Ministry Organization that our church is affiliated with. Right away I noticed how engaged Lazaria was for her age. She stood out among the other volunteers because I could truly tell that she enjoyed what she was doing and truly cared for the people there. She has spent her weekends and weeknights being at urban ministry and even giving up her late start Wednesday’s morning (school starts later) to be at urban minstry and help serve her

The following is a case study involving a 6th grade student, whom I will call Johnny. Johnny moved to the United States from Honduras one year ago. His native tone is Spanish and he speaks very little English. Other than his birthday, which is October 25, 2002, and that he lives with his mother and four brothers, Johnny’s teachers and peers do not know much about him. Based on teacher observations and daily interaction with Johnny, his teacher has found that his academic strengths include mathematics and art. He is very respectful to authority figures and gets along well with other peers.

Victoria has shown a magnificent amount of growth and accomplishments throughout her years as a student. Her noticeable mindset of development and hard work has shaped her to become a student that is well rounded and liked. She continues to challenge herself academically and strives to gain more knowledge, and believes that she can always improve. She appreciates constructive feedback in her different classes and uses it to improve her skills as a student. Victoria is not afraid to ask questions and has contributed to the environment of various classrooms, creating a space where other students can feel able to voice their questions. Her positive energy and attitude has made her a delight in her classes. Her kind nature and personality enables her to succeed in a group setting, and she is always respectful towards others and their opinions, even if they may differ. She is an honorable,

Based on the information provided in case study Vera has no particular peer she faces conflict with over and over. Vera is disruptive to class during most of the day, seeking attention from the teacher good or bad. She has a difficult time following rules and directions. She doesn’t do well with sharing material, discussion time or outside play. Most activities that involve other children are a challenge for Vera. Vera struggles with outdoor play, small group play and group activities. When things do not go as Vera wants she has tantrums, screams and yells or tattles on

As a 7 year old female child, Anna’s worldview is still unique as she is transitioning from early childhood to middle childhood. According to Erikson’s psychosocial perspective, Anna is in the beginning of the industry versus inferiority stage (6 years-to puberty); which is when children enter school and gain competence in their academic skills and recognize they enjoy learning (King, 2013). Considering Anna is a good student and delights being in school, she is welcoming the industry versus inferiority stage in the academic sense of this stage versus the psychosocial part of it. Bearing in mind the neglectful parenting from Anna’s biological parents, it is assumed Anna may have struggled demonstrating personal power during the initiative versus guilt phase as she demonstrates her shyness and is reserved in large group settings. This assumption also aligns the reasoning why Anna is below average in her social, language and emotional development. The initiative versus guilt phase is when a child learns what kind of behaviors pleases adults/peers along with learning how to read social cues and if they struggle in this stage, they will appear to be shy and withdrawn in the industry versus inferiority stage (Smith-Adcock & Pereira, 2016). Although Anna is still developing her social, language and emotional skills, her health history indicated she reached all of her developmental milestones on time. She is also on average with her physical and intellectual development as

Kaylie is in the third grade at Newport Intermediate School. She is nine years old. She has been labeled with a mild mental disability. Through observation, it is apparent that Kaylie is shy and exhibits introverted behaviors with both her peers and her teachers. When working in a group, Kaylie will not participate without explicit prompts and cues from her teachers. She rarely speaks to her peers. She does have one friend in her class, Hailey, who she will speak to and play with during recess time. When she is presented with a question, Kaylie appears to think about the question being asked, but fails to respond during nearly 90% of observed instances. Although Kaylie is reserved, her facial expressions and general demeanor is kind and compassionate of others. She is never aggressive to her peers and exhibits a good sense of manners (saying please, thank you, I’m sorry, etc.) After speaking with Kaylie’s mother, Shannah, she has stated that Kaylie has low self-esteem. Shannah has stated that Kaylie struggles with thinking others are judging her. This negative self-esteem directly influences her participation in classroom activities.

More often than not, the life of a middle-class, seven-year-old girl includes gymnastics, piano lessons, soccer, theater, swim team, and ballet, sometimes all simultaneously. She engages in each activity for a year, a few months, or maybe even a measly week or two before putting one suddenly insipid enterprise down in favor of a presumably more appealing endeavor.

Hard working, intelligent, and independent, Emily Cardwell progressed very well in my course this semester. At the beginning of the semester, Emily rarely spoke in class. In the last half of the semester, however, she participated more actively in class discussions. She wrote thoughtful responses for the required texts, and she shared these responses confidently towards the end of the semester She regularly pointed to crucial features of the films we watched and texts we read. She wrote challenging topics, particularly those focusing on music and sound, for her class papers and conference project. Her extensive research showed that she was passionate about learning new things and connecting them to her own interests.