For my second post I thought I would
include a journal entry I wrote a few weeks ago about a day during which I
followed around one specific student from my class. This is a task I was given
by my education program here, but I found it very interesting and loved the
opportunity to focus on one student, especially in a class of thirty, and get
to know him a little bit better. (I have changed the name of the student):
Today
I spend most of my day following and observing Robbie, one of the youngest
students in the class. He is four years old, and my first impression of him was
that he was extremely talkative. He is an incredibly interesting child who is
receptive, independent, imaginative, and has amazing oral language skills.
Mrs. W began the day as usual by
greeting each student and encouraging them to say: “Good morning Mrs. W”. At
this point, about half of the students will say it aloud, while the others are
still very quiet. During the morning literacy lesson I sat with Robbie as the
students learned a new sound: “b”. He was mostly attentive but quieter than
most students. Several times he became distracted looking at the toys that had
been laid out for free time later. He did well counting the sounds in the words
out on this fingers. When they began practicing writing, I noticed that he had
trouble holding his market correctly and forming his letters. Under each of his
letters he drew dots and told me they were “sound buttons” (there are dots under
the letters on Mrs. W’s flashcards that she points to when she wants to
students to say that sound. I thought it was very interesting that Robbie
picked this detail up and transferred it to his own work. Even though he is
sometimes distracted or may not appear to be actively engaged, I believe that
he is absorbing a lot of what is going on around him. Another way that I was
able to pick up on his receptiveness was that fact that he is one of the only
students who remembers my name and calls me “Ms. Jacobsen”. Because Mrs. W only
introduced me once and I am only there once a week, most of the students are
too young to remember exactly who I am.
After the literacy lesson, students
worked in small groups with the teachers either drawing, writing, or reading. I
observed Mrs. W’s writing group where Robbie was working with three other boys.
She seemed to have chosen this group because they are the ones most behind on
their writing. They practiced writing letters and words that Mrs. Williams put
up on the board, and then traced their names as she helped guide their hands.
Robbie again had trouble holding his pencil correctly and forming his letters
steadily. He also had trouble putting spaces between his letters and words. Afterwards,
I spoke with Mrs. W briefly and she seemed to understand that this group of
students was behind because of their language skills (two of the boys speak
different languages at home, so have less-advanced English) or their age
(Robbie is the second youngest in the class).
Later, I spent time doing puzzles
with Robbie and two other boys. He seemed distracted and wanted to play with
other toys and I had to keep reminding him that this was the activity that we
were doing now. He worked well with the other boys and was very happy when he
was able to fit pieces together. However, he got frustrated and would say
things like: “I give up” when he couldn’t find the right pieces. He finished
one puzzle with my help, but I was not able to get him to concentrate for much
longer. Throughout the activity he was very talkative, and especially liked
beginning his sentences with: “Did you know…?” usually followed by some random
and equally funny fact about anything from his sister to Robin Hood. During
free choice time after assembly, Robbie spent most of his time playing outside.
He played with some of the other children, but never seemed to stay with one
group.
After lunch, Mrs. W engaged the
students in a math lesson. Today they were working on comparing groups of
marbles using ‘more’ and ‘fewer’. I sat with Robbie again and noticed that he
counted along with the rest of the group but did not raise his hand or
participate aloud like many of the other students. He seemed distracted at
times and would turn to me and make unrelated comments (like how he fell and
got a scrape during playtime). When he started seeing other students getting
called on and participating he became more engaged and was even chosen to have
a turn with the marbles in front of the class. After the lesson, the students
had more free choice time, but Robbie chose to stay and play with the marbles
that Mrs. W had left out. I was able to get him to count the marbles aloud with
me a couple of times, but he seemed to be more focused on collecting as many as
he could (he even put them all in a jar and marched around the room saying
“we’re the richest people in England!”). He continued to talk (both to me and
himself) throughout the rest of free time.
Robbie really seemed to enjoy the
attention and having someone to talk to all day. Even though he is quieter
during group lessons compared to some of the older children, he loves to talk
about anything and everything when given the individual attention. His oral
language skills are quite advanced for someone so young. Although he is often
easily distracted and appears behind many of his peers due to his age, he is
amazingly receptive and independent. It will be interesting to learn more about
him and observe how he progresses over the next few months.
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