Week 7 Check-In Reflection

Describe a particular behavior you encountered this week. What root cause might be perpetuating this behavior? (This could be a behavior you noted in a peer, an instructor,a stranger…) What types of students do I need to spend more time focusing on when I head back out into the field? What behaviors am I only continuing to perform out of habit or laziness?"

 

For this week's discussion post I would first like to add that now that the first round of practicum is over, I am actually quite sad. I have thoroughly enjoyed working with my students and seeing them grow while learning about who they are each and every day. 

A particular behavior I noticed one day this week was that a student who usually does raise their hand to ask questions seemed to be disengaged. This student is usually engaged with the class and usually does their work as they are supposed to but I noticed that the student could not focus on working on their autobiographical map. I feel like the root cause of the student's disengagement was the student that sits next to them. Monday through Thursday the student that was having trouble focusing was doing well because the student who sits next to them had been in ISS. The student who had been in ISS returned to class Friday, which altered the atmosphere in the classroom as well. Yet, I noticed that they had their head lowered, so I went over there and asked how their map was going because I love seeing their progress. The student asked me what else they needed to do on it, and I explained to them that they still needed a title and that once they had that they could outline their letter and words on the map in sharpie. The student then would be able to color their entire map and be finished. Throughout each class for each week, I walk and pace the room and constantly check in with students either telling them they are doing great work or redirecting them to the right task. I also answer any questions the students have if their teacher is busy working with another student or preoccupied with something else. 

I realize that I need to spend more time working with students who are quiet and usually engaged. This student, in particular, I later asked if they would like to move seats because of the student distracting them the entire class period or saying, " -student's name- is always wrong, they're too quiet and should talk more...". This also reminds me of when the student from ISS was back in the class in week 3, and would not let this other student leave the room, the student kept blocking ways for the other student to leave and mocking them until I asked the student to go to class, and stop, and asked the other student if this student has been bothering him. When I make this connection, I'm realizing that maybe I have not spent enough time with the quieter kids who are willing to follow directions and do their work, while acting with the correct behavior as well. I'm realizing that a lot of my time is spent redirecting the students who are acting out of hand, who are touching one another, calling others names, making noises, rocking back in their chairs, etc. I feel like the quieter students like this one, feel like we do not have as strong a relationship built because they see that my attention is focused on the other students' actions. Praising the students who work hard isn't enough. I need to make more time to talk with these students and let them know that I want to hear what they have to say, or how they feel. Their voices matter just as much as any other student and I don't want them to feel pushed to the side. 

One behavior that I feel like I might be performing out of habit is with a certain student, after asking them to do their work several times and they continue to not do it, is that I walk away to give them time. My mentor teacher noted that they think this particular student is on the spectrum. I want to learn more about students who have IEPs and how to better direct them because the behaviors and words I use with other students, do not seem to stick with these students so I let this student do as they want, which I have also seen my mentor teacher do. Yet, I feel like there are other ways to approach this situation and behavior. Maybe if something is changed in the class with how the material is introduced to them or how I or my mentor teacher ask them to do their work, then the student will not shut down immediately. I don't want my approach towards this student to be lazy, but I do not know enough about how to approach this situation positively and not make it worse. This student may struggle with social awareness or self-regulation because of their behavior changes being like a light switch, changing from being happy to immediately shutting down. I think learning the reasons as to why this is occurring will help me more.