Alex was observed most of the period to be standing at a table Eating and talking with other students. On three separate occasions and Alex walked over to other tables and what made comments that could be considered unexpected. These comments resulted in laughter by the children at Alex table but not always the table he directed the comment to. Within a resource room observation Alexan with his head on the desk. The previous period in music exploration he was asked to leave the classroom due to his disruptive behaviors.
His mom wished him good luck on his way out the door, telling him: “remember, be confident and compassionate.” Eric listened to all the other speeches, which were all similar. Finally, it was Eric’s turn. He walked to the microphone to a splattering of applause, but nothing near to the noise level when the captain of the football team stepped up. Eric started by talking about how the students never got what they wanted anymore, teachers and principals would always overrule and dominate the students. Then, he spoke about the middle school problem: “Look, the middle schoolers are killing us in this high school.
Eric was glad that he got to skip school, but that meant more homework, and he couldn’t bear to leave his friends for more than two days. Suddenly, the plane started shaking. Eric grasped the armrest and pulled his feet up on the chair. People yelped with fear, and the annoying two-year old across the aisle woke up and started crying. “Please buckle up, we are experiencing some turbulence.” The captain reassured as the passengers started to calm down and a very embarrassed mother shushed her child, prompting it to go back to sleep.
A twenty-minute systematic observation was conducted during reading. Andrew exhibited on-task behaviors 32% of the time and off-task behaviors 68% of the time. On-task behaviors included: worked with a partner; responded “Beverly Cleary” when the teacher asked him to tell her the title of the book they were reading; read out loud; answered comprehension questions on the story; asked the question “Do you have to get passes for all jobs?”; followed along in his book as his partner read out loud; sat on the couch when redirected; removed his necklace from his mouth when directed; read out loud, but made noises/moved back and forth/leaned back on the couch; turned the page as directed; returned to the couch after the teacher counted 3, 2…; listened as the teacher read out loud; responded appropriately when the teacher told him he had to finish the rest of the story; transitioned to the next activity; said “Oh Yeah” when the teacher informed him he was the exercise leader; and participated in the Everything is Awesome Noodle activity. Off-task behaviors included: rearranged his blue blanket as he held the book; moved back and forth on the couch; leaned forward/backward (multiple times); moved his hand through his hair; squirmed/fidgeted; reclined back with his legs on the edge on the couch, opened and closed them; moved his left hand in the air; placed his blanket over his torso/legs/head-entire body; got up and walked over to his partner (to see what page she was on); returned to the couch and placed his finger in his
Every time that I would attend my classes during the previous years of my study, I tend to observe my teachers while they were teaching in front as well as the behavior of my classmates. This is when I realized that teachers possess different attributes and made use of various strategies to meet the level of understanding of their students. I have also noticed that my classmates used to behave in a different manner depending on the presence of our teachers. It is during our Field Study that I have experienced to observe the classroom setting while sitting at the back. I usually sit either in front or middle part of the room so; I found my observation from that location as entirely different.
And the first time when she went to the school she took school bus and when she get in to the bus her new friends look her with a strange look and said the harsh word to her and mock her they said the fat girl with red hair. When Eleanor took the bus she didn’t get the place to sit. The one and only the left chair is beside Park and suddenly park let her sit beside him. So the first time Eleanor meet Park is in the bus. A few days later park sit together again and Park read comic and suddenly Eleanor stare the
Justin and I have talked extensively concerning his academic performance. One observation I have made in working with him is sometimes when he doesn’t understand something he simply stops. Instead of skipping a problem he doesn’t understand, then come back to it later, his choice is to simply stop working on the paper. One of my goals for him this year is to have the courage to try completing an assignment and not be afraid to be wrong. Sometimes when he comes to me for help, he hasn’t even read the related passage so attempting to answer the question is an impossibility.
Remember Scott, his class was able to use their cell phones whenever they wanted. He took advantage of this and was regularly distracted by his phone. He played games and texted his friends when he was supposed to be learning. He is never caught so he continues to do this regularly. This is a bad habbit to get into because it distracts him from his learning.
, But but she most likely isn’t very interested in any “communication” , since she’s avoiding eye contact. The text also says “Eleanor never brought anything to read on the bus. She didn’t want Tina, or anybody else, to catch her with her head down.”. Cleary it’s important for Eleanor to not get any extra attention, so Tina can mind her own business. She wants to avoid communication with