Assignment was completed for SPED 295
Points received: 19/20
Date of Observation: Thursday, November 1, 2018
Time of student observation: 10:05am-10:53am
Student [Anonymous] Observed: Sam Sung Age: 12 Grade: 7th Gender: Male
Class observed: 7th grade Life Science
Environment:
Science Classroom set up for lab experiments.
Class was supposed to begin at 10:05am. Students did not come into the class until 10:16. One of the other teachers usually dismisses her students late so the science teacher is not able to begin class until 10 minutes later. As the students walked in, they opened the door themselves and began walking in as the teacher stayed at her desk to prepare for the incoming class.
There were a total of 25 students for the 1 teacher. There were 7 triangular tables; 4 in the front of the classroom and 3 in the back. Each table sat 3-4 students. The teacher does not have a sitting desk. The students have stools instead of seats with backs on them. The group of students was very diverse with various cultures and ethnicities. The class was about 60% males and 40% females.
There were not any group/classroom expectations posted anywhere on the wall. The walls were covered in cabinets so there is not a lot of space to hang posters or projects on the wall. On the back wall was the flat screen TV used for note taking and any other multimedia usage. The teacher said “It makes it so difficult for the students who are sitting back there to see the TV.” On the wall which the TV was mounted on was blank, covered with tannish/brown construction paper. It looked like the teacher was beginning to decorate it with some of the students work however, she had not gotten around to doing it yet. The counter tops were covered with poster paper, paint and paintbrushes, student homework, and trash.
About 60% of the ceiling panels were painted representing previous science classes dating back to the class of 2006-2007 when the classroom was built. (Side note: I know this because this was my elementary school and I was one of the first classes to use the science room.) About 80% of the painted panels were painted with dark colors. With the ceiling panels painted, poor lighting, closed windows, and the black tables, it creates a dreary room. It is not as welcoming and warm as another classroom would be. There are 2 doors in the science room. The door is the back is remained locked at all times. The door in the front is the one that students enter from and is usually open. The windows remain shut and the lighting in the room was dim.
The whiteboard was broken up into 2 large units. The left side of board read the daily to do list for each class period. The right side of the board read the hourly breakdown of the day along with students’ names written under various categories. One category read “Test Remakes” and listed 3 students’ names underneath, one of the students being Sam Sung. Below that was another category, which was labeled “Student Detentions”. There were over 10 student’s named under that title and another student had “Friday School” written next to their name.
Lastly, one of the greatest observations was this is the third science teacher the students have had since August. In addition to that, this is the teacher’s first teaching job. She is a recent college graduate and enrolled in a teaching credential program in which she had to have a full time teaching job to be apart of the program. With zero experience, learning the material, learning the students, and learning how to become a teacher, she says “It has created a lot of stress for me. I’ve lost like 7 pounds since the beginning of October!” She said, “I really need to take time to get organized and figure out what supplies I have, what I need, or what I need to get rid of. I just haven’t had the time!”
Data Collection:
Antecedent:
Within the first 5 minutes of class starting the teacher asked the students to take out their homework so it can be checked. Sam Sung sits at the third table in the back of the room. She began walking around the room and checking off homework. During this time, Sam was talking to other students and walking around the room. Once she got back to her desk in the front of the classroom, she asked Sam, who was now sitting in his seat, if he had his homework. He then began explaining how he did not have a chance to get it done because he missed school on Tuesday and he only had 1 day to complete the assignment. The classroom was silent. She explained to him that everyone only had 1 day to complete the assignment. He continued telling her that it was given to them on Tuesday when he was not there and they had a chance to start on it that day during study hall. Some students began chiming in saying, “No we only had one day to do it!” The teacher ensured that everyone had the same amount of time to do their homework. He then said “Well I didn’t get home until 10pm last night! It was Halloween!” At this moment the teacher did not say anything. She put her head down and began writing on a sheet of paper. That is when Sam exclaims, “are you seriously giving me a detention?!” She did not say anything, put her head back down, and continued writing.
Behavior:
She then directed the students to move into their groups so they can finish their posters for their group presentations. Once everyone moved to their groups and began working, the teacher walked over to Sam’s group and handed him his detention without saying anything. She then turns around and walks to the whiteboard and writes his name under the “Student Detentions” heading. Sam then takes the detention slip, rips it into pieces and shoves it in his pocket. His groups mate began making statements such as, “wow, you really ripped that up man?” or “Oh my gosh! Seriously Sam?” As the students continued preparing for the group presentation, Sam was poking students, laughing loudly, and making fun of his group mates. His group asked him to stop and to stay focused multiple times. One girl exclaimed, “Sam stop it! Oh my gosh, we need to focus and finish this poster!” After the third time, Sam got up and began walking around and talking to students from other groups.
His group went first to present and he did well. Once they were finished, they sat and to listen to the rest of the group presentations. As the next group was in the midst of their presentation, Sam began moving in his stool, stood up, then asked to use the restroom. On his way out the door, he walked loudly and began fake coughing, and allowed the door to slam. Upon reentry into the classroom, he banged on the door to be let back in. The door he used is the one that is to remain locked. Once someone opened the door he sat back down and began making fun of the students at his table. He continuously poked and touched them on their head or back after the students asked his to stop. As this was going on, there were groups in the front of the room doing presentations. He finally stopped after a few minutes. The teacher did not notice what was going on. By the end of the group presentations, class was over and the student’s rotated to their next class.
Consequence:
The main consequence given was the detention slip for the missing homework assignment. The teacher did not speak to Sam the rest of class time, neither in a positively nor negatively. She did not correct his behavior and allowed him to disrupt the rest of the class presentations. His group did try to quiet him down.
Refection and Suggestions:
In observing Sam Sung’s behavior, it became obvious that he was yearning for attention. He began the class period by talking about how he did not complete his homework, loud enough for the class to hear. As the groups were presenting, he continuously tried to bring the attention back on him by poking, touching, and talking about students. It sounded as though he wanted to be heard and for someone to just listen to him. A potential trigger could be that this is the middle school’s 3rd science teacher since the beginning of the year. This teacher in particular just started the first week on October. That can create a lot of stress and confusion among students with not having a consistent and reliable teacher.
The teacher anticipated that Sam would act out that day because she informed me beforehand that he usually acts out within the first 5 minutes of class. With her having this mindset beforehand, it creates a wall between her and the student. When he tried explaining why he does not have his homework, she would not allow him to voice his opinion. She dismissed him before he had even walked into the room because of his previous behavior. This caused Sam to become defensive and unreceptive to the consequence of his actions. In turn, he continued acting out the rest of the class period.
The other children gave him the attention that he was wanting, whether that be positive or negative. They acknowledged him and interacted with him, unlike the teacher; they responded to his poor behavior. The students were annoyed with him and made sure they let him know.
In the classroom the teacher did not use her proximity. She sat on the opposite side of the classroom from Sam. As the class is set up, it is difficult for her to use her proximity because the table and chairs are tightly packed in there. The classroom is also dimly lit and is not inviting to be in. A huge point the student made was that it was Halloween and he did not get home until late. He says, “Who has homework on Halloween?!” Though he made a valid point, all of the other students finished their homework that night and still celebrated. Having class after a holiday, especially one filled with candy, can create more behavioral issues and the students are less likely to focus. With Sam working in a group that day could have diminished his behavioral issues and created less of a distraction for other students. The students in the group were able to quiet him down and focus him better than the teacher.
Suggestions:
After class Sam’s science teacher and language arts teacher gave me a little more information about Sam. They mentioned that other teachers also have a rough time with him and have been for a few years. The science teacher went on to notify me that Sam’s father had left the family a few months ago and his misbehavior has increased since then. Once I was aware of the backstory, it gave me more clarity on how to approach a student situation like Sam’s.
In regards to the homework interaction between Sam and the teacher, there could have a different solution and outcome. Once Sam began to talk about his unfinished homework, the teacher could have stopped Sam and politely told him to stay after class and they could talk about it then. After class was over, the teacher would have given Sam the opportunity to explain why he did not have his homework as well as anything else he may be dealing with. She then could have told him he has until the end of the school day to turn in his homework however there would be an automatic 10% deduction. If it is not turned in by the end of the day, he would receive the detention. (She informed me that he has her during his last period for study hall.) This puts the power back in Sam’s hands for him to make the decision and not have another detention.
On her first day teaching, she needed to create group expectations to hang up in the room for the students to see. For that reason, when issues occur, she can refer back to the expectations and how they agreed they would adhere to the rules. My suggestion would be to postpone teaching curriculum for a few days and instead focus on building relationships and create group expectations for each class period. Coming into the classroom in the middle of the quarter can be challenging. She is having to start from the beginning in the middle of the race that has already had a rocky start. Allowing the students to have input on their class expectations can help foster positive relationships as well as creating a trustworthy environment. Giving the students the ability to create their classroom agreements gives the students a voice and it shows that the teacher is wanting to hear what they are saying. It shows them that their words and opinions are valid and not undermined because they are teenagers.
Something else she could implement would be standing by the door and welcoming the students into the room. When I was observing, the door was closed and the students opened it and sat down at their seats. This can send a message to students like you do not care to build a relationship with them. You are only there to do your job and teach them what they need to know. It does not foster an inviting and welcoming environment. If she had greeted her students as they walked in Sam may have felt more comfortable to come to her about not being able to finish his homework.
Another suggestion would be to create a homework incentive chart where they would compete amongst her other class periods. The class that has the most students with their homework turned in on time at the end of the month would receive a pizza party. This will encourage the students to hold one another accountable and help build comradery.
My third suggestion would be to remove the detention slip names off of the board. Students from all 7 class periods are able to read which student have a detention or need to make up a test. That can be extremely embarrassing and in the end, cause students to misbehave more.
Teacher Interview:
What is your goal for your students?
Her goal for her students was for them to be prepared for higher education. She said, “I feel like I was not prepared to go to high school or college and I want to make sure that I prepare my students for the next step.”
How do you gain the students attention?
“I don’t know,” she said. “I feel like they don’t take me seriously. I give them a look when they are talking when they aren’t supposed to and they stop talking for a little bit and then keep talking.” She pointed out that they are also doing other class work in her class even after she asks them to put that work away. I gave her a suggestion with doing a clapping rhythm where the students would mimic it. In another class, not the same as Sam’s, I demonstrated to her the clapping rhythm and how it is a way to gain their attention without straining your voice to talk over the students.
What is one area you believe you could grow in?
*Side note: this interview question went off task a little bit but I believe it was beneficial.
She said she was in need of a lot of help and organization. As a first time teacher and recent college graduate, she was thrown into the classroom without any training or tools to help her succeed. She is also just beginning her teaching credentialing program and she said they have not learned any classroom management techniques or skills yet. She also said learning the curriculum is difficult because she has to start from scratch. She is learning the material and the students at the same time. “It’s really difficult for me because I have to study the curriculum and then teach it while trying to get the kids to pay attention. I want to make it fun and interactive but I am so stressed with learning the material. I could also grow more in my confidence. I feel like I’m doing so bad and I am failing miserably.” I encouraged her and let her know that she is doing a great job with the little time she has been with them. At that moment I suggested we go talk to the language arts teacher. He began teaching 12 years ago and I was his first class he taught. (His first year we treated him poorly and took advantage of him all the time. The next year he put his foot down, became firm in his approach and we never took advantage of him again.) I informed the science teacher that he is a good person to ask for advice because he knows exactly what she is going through. (Though this is probably not how the interview was supposed to go, I really felt like she needed this. I realized this is bigger than just handling one student’s behavior; it was helping her see that she can be the best teacher she wants to be.) When we got to the language arts teacher, he explained to her that he felt alone and lost his first year. He then realized the other teachers were there to help him and he did not have to feel alone or afraid anymore. She agreed that she feels the same way. She also mentioned, “it’s hard to ask for advice because I don't even know what questions to ask! I don’t know where to start.” He then reassured her that she has a community of teachers around her to ask for advice and to help support her. He also told her not to be afraid to hand out detentions, however it is good to allow the student to explain themself before giving the detention because they may have a legitimate excuse. By the end of the interview and conversation she was very grateful for our help and as she said, “excited to put these skills into practice.”
Follow up:
As stated before, this is her first experience with teaching. At the end of the interview I handed her a copy of my classroom management plan to give her a template for how she can manage her class. I checked back with the teacher that following Monday and asked her how everything was going. She said, “The management plan has helped me so much! I was so stressed this weekend on what to do for curriculum and then I decided to give myself a break and focus on group expectations. We did them in class today and it went very well!” She has saw the reward system and said, “I totally forgot that my 5th grade teacher would do things like this. I asked them what rewards they wanted and they said Starbucks cards or pizza!” She said the students, including Sam Sung, were responsive and participated in the activity.
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