FIELD NOTES 4 Excerpt 1: . On the leftmost table closest to us, there was a group of 4. They were all men in their early 30s, who I understood to be coworkers. They all wore buttoned up shirts with rolled up sleeves. I overheard the guy in the blue shirt mocking one of his coworker sitting across from him: “Daniel here, he is never on time for anything, especially to the Monday meetings”.
“Attention, everyone! We have one more person that will be joining this group today," announced a raven-haired woman in her late twenties. At the command of the demanding but soft voice, twenty-four heads turned to face me. Immediately heat crawled up my neck to my face, and half-moon indentions decorated the palms of my hands. The cold room became dead silent as curiosity shone through the eyes of the seated potential friends or enemies.
One common behavioral trait a TBI person can have is that they can be slower to respond, react and complete activities and tasks. Often times, this is what I remember most about my student. His primary area of difficulty was responding to “wh” questions, completing activities, and/or tasks. In general, he struggled with communicating his thoughts, ideas, and comprehending questions being asked.
Post-Observation 2 Questions What were the learning outcomes for the lesson? How did the learning outcomes meet the needs of individual students? The students had to sketch the Lewis dot structures for several molecular compounds. They also visualized what it is meant by the statement “sharing of electrons.”
While I was observing the students in the Mr. Kastles classroom, I noticed that some of the girls were playing with their hair, messing with their nails or biting their nails. Some of the students were putting their hands on their head and face; crossing their legs, playing with the pages of the book or playing with their pencils. There were a few students that had their eyes closed and rubbing them. Most of the students were doing the same thing. But very few were different.
The “Loud and Proud” is a speech and communication support group for Parkinson’s Disease (PD). The group is led by a speech-language pathologist (SLP) and consist of approximately 10 to 15 group members. Observation took place on 11/12/2017 at the Teer House; it began at 2:00 PM and ended at 3:00 PM. Meredith Nye was the SLP that conducted the group session made up of 7 males and 5 females. The group members’ age ranged from 50 to 70 years old varying in severity of common PD signs and symptoms .
Observation Activity Paper #1 Description of the Observation The child I have been researching, is my 10 year old little cousin. He has a problem of wetting the bed at night. I asked him, my aunt and uncle a series of questions of how his bed-wetting problem affects him and some basic information on when he first started to learn how to go to the bathroom by himself. First, he said he is afraid to have sleepovers with his friends because he is afraid he will pee the bed at his friend’s house and be embarrassed.
I’ve decided to use the Qualitative method for my research paper by observing three first grade students from one of the classes in the learning center that I’m currently working at. The students I’ve chosen to observe are 2 girls and 1 boy who are not only the same age but their English speaking ability are more or the less on the same level. During my first observation time, an interruption accrued in the class time when one the girls, M, insisted that she’s from Newzealand (because of her adoration for her previous NZ English teacher)while making her short speech when rest of the class all know that she’s from China. An argument broken out when S, another girl who’s also on my observation list, corrected M by saying that “no, you are from China.
Theoretical Background Presentation The Theory of Relational Communication Regarding the nature of language, Cobley and Schulz (2013) distinguish five categories of communication phenomena. According to this distinction, it is possible to label one category as communication as a developer of relationships, within which relational communication theories are included. Even though relational communication theories represent a significant number of works with considerable differences, as it is indicated by Littlejohn and Foss (2009), these share 3 basic aspects, namely the recognition of the constitutive quality of communication, the interconnection between communication and relationship formation, and the need for a relational level focus that
When it came to the environment of the classroom, I felt very at home, comfortable, and safe, but when I thought about it a little more deeply, I realized that a lot of the things in the classroom are familiar to me and that is why I feel this way. My cooperating teacher does a good job incorporating family into the classroom by displaying the children’s family photos, but I think more could be done, especially for the children who are not from America. I talked to my cooperating teacher about maybe asking the children what they have at home that is not here in the classroom as a way to scope out if more items could be added to the classroom. I also talked to her about snack time. The school provides snack, but through my observations I noticed that there is not much variety.