The Students - an overview
This is a brief look at the four students I will concentrate my study on; this set of observations are from my interactions with them from T1 as their teacher.
LB
From my analysis, LB is super creative and super intelligent. I would say as a teacher, he is a common of case of "smart but does not apply himself and show his full capacity through the work he does." He has said so himself that he has heard that line multiple times. LB struggles with organization (his backpack consistently looks as though a tornado has hit it...even after a day of cleaning and organizing it with a small group he is part of to work on organization skills). Early on in T1, I invited LB to extra English tutoring on Wednesdays during his FLEX period; the reason for this invitation was because he was not getting work turned in or not turn in completed. He accepted this invitation and comes to Wednesday tutoring with fidelity which has supported his work efforts. His processing skills and implementation of his thinking into writing can take a long time.
ID
ID is a timid, sweet young lady; she is super hard working but super quiet. Though her academic skills are not top notch, her reflective skills allow her to improve in many ways, whether it is in being introspective when it comes to her writing or just making conventional improvements and growth. Already she has displayed tremendous growth from the start of T1 into T2 and her confidence in her writing is growing as she has small opportunities to speak on her knowledge.
DE
This young man is super interesting; DE is very appreciative of learning opportunities that push him beyond the typical pencil and paper routine. His writing has begun to show a depth of understanding his personal passions and cares, a shift from writing what sounded "right" for the work assigned (which has coincidentally also reaped a positive impact on his grade). He desires to learn; at the same time, he struggles to "do the work." There is talk of a complicated home life. He can be inconsistent when it comes to doing school...but with new supports put into place (tutoring and just a space to do work after school), I am hoping to see a shift with regards to completing more work.
KJ
KJ struggles with basic literacy skills, which is evident in her reading and writing skills. This struggle flows over to her confidence, sometimes turning her struggle into frustration and then anger, both in and out of class. She has a hard to navigating her emotions, which we are working to pour into her writing as appropriate rather than having to necessarily "check it" at the door. She has a complicated home situation; her main caretaker is her grandmother but recently her mother has entered the picture...
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I have chosen these four students because they uniquely represent the cohort, in ability, background, maturity, and having an understanding of the social landscape they exist within.
LB
From my analysis, LB is super creative and super intelligent. I would say as a teacher, he is a common of case of "smart but does not apply himself and show his full capacity through the work he does." He has said so himself that he has heard that line multiple times. LB struggles with organization (his backpack consistently looks as though a tornado has hit it...even after a day of cleaning and organizing it with a small group he is part of to work on organization skills). Early on in T1, I invited LB to extra English tutoring on Wednesdays during his FLEX period; the reason for this invitation was because he was not getting work turned in or not turn in completed. He accepted this invitation and comes to Wednesday tutoring with fidelity which has supported his work efforts. His processing skills and implementation of his thinking into writing can take a long time.
ID
ID is a timid, sweet young lady; she is super hard working but super quiet. Though her academic skills are not top notch, her reflective skills allow her to improve in many ways, whether it is in being introspective when it comes to her writing or just making conventional improvements and growth. Already she has displayed tremendous growth from the start of T1 into T2 and her confidence in her writing is growing as she has small opportunities to speak on her knowledge.
DE
This young man is super interesting; DE is very appreciative of learning opportunities that push him beyond the typical pencil and paper routine. His writing has begun to show a depth of understanding his personal passions and cares, a shift from writing what sounded "right" for the work assigned (which has coincidentally also reaped a positive impact on his grade). He desires to learn; at the same time, he struggles to "do the work." There is talk of a complicated home life. He can be inconsistent when it comes to doing school...but with new supports put into place (tutoring and just a space to do work after school), I am hoping to see a shift with regards to completing more work.
KJ
KJ struggles with basic literacy skills, which is evident in her reading and writing skills. This struggle flows over to her confidence, sometimes turning her struggle into frustration and then anger, both in and out of class. She has a hard to navigating her emotions, which we are working to pour into her writing as appropriate rather than having to necessarily "check it" at the door. She has a complicated home situation; her main caretaker is her grandmother but recently her mother has entered the picture...
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I have chosen these four students because they uniquely represent the cohort, in ability, background, maturity, and having an understanding of the social landscape they exist within.
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