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Child Study

The document describes observations of two students, Child A and Child B, at Sunnybrae Normal School. Child A is a female Chinese student who is academically strong but struggles to focus without medication and dislikes physical activity. Child B is a male Sri Lankan student who is new to New Zealand, works independently in math but needs extra help with literacy, and enjoys sports. Strategies used by the teacher include positive reinforcement, one-on-one attention, breaking down tasks, and relationship building.

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122 views26 pages

Child Study

The document describes observations of two students, Child A and Child B, at Sunnybrae Normal School. Child A is a female Chinese student who is academically strong but struggles to focus without medication and dislikes physical activity. Child B is a male Sri Lankan student who is new to New Zealand, works independently in math but needs extra help with literacy, and enjoys sports. Strategies used by the teacher include positive reinforcement, one-on-one attention, breaking down tasks, and relationship building.

Uploaded by

api-487451271
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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CHILD STUDY

EDPROFST 608A/B: LEARNING AND


TEACHING IN NZ

BY ABIGAIL THOMAS
SCHOOL DEMOGRAPHICS
• School - Sunnybrae Normal school
Ethnic composition
• Decile - 7
• Number of students - 382
• Years 1-6

• Ethnic Composition:
Asian – 48%
NZ European/Other European – 31%
Māori – 10%
Pacific – 7% Asian Māori MELAA NZ European/other European other Pacific
MELAA– 3%
Other – 1%
CLASS DEMOGRAPHICS
• Room- 13
• Year - 5 & 6
• Number of students - 32
• Number of boys - 19
• Number of girls – 13
• Ethnic composition
NZ European – 23%
Chinese – 16%
Maori – 16%
Korean – 6%
Pacific – 6%
Middle Eastern – 6%
Sri- Lankan – 3%
Filipino – 3%
Other European – 3%
Japanese – 3%
Cambodian – 3%
Māori Pacific Korean Chinese Filipino
German – 3%
Sri-Lankan NZ European Other European Japanese Middle eastern
Cambodian German Indonesian Indian Indonesian – 3%
Indian – 3%
CURRICULUM AREAS OBSERVED

• Literacy- Writing
• Numeracy
• Physical Education- Swimming
• Gender - Female
CHILD A
• Year level – Year 6
• Ethnicity - Chinese
• Interests - Reading, Dinosaurs, Computer games
• Reading level - Info seekers group (Above expected curriculum level)
• Writing level - Editors group (Above expected curriculum level)
• Numeracy level – Octagons group (Above expected curriculum level)
• Special needs - ADHD and Aspergers
GENERAL OBSERVATIONS

• Prefers to work independently


• If medicated, the student can focus and complete tasks above the expected curriculum level
• Once tasks are completed, the student wanders away and is found reading or lying down on
the mat
• Sudden outbursts occasionally during classes
• Responds well to positive reinforcement
LITERACY - WRITING
• Highest writing group
• Enjoys writing poetry
• Does activities in which she is interested or else wanders away to read books or starts
doodling
• Off task once work is completed
• Sits in the front of the class
Doodling after work is
completed Poetry on a good day
NUMERACY

• Highest numeracy group


• Enjoys math
• Participates in whole class activities only if it is fun/interesting to her
• Usually answers all questions when given math worksheets
Child A on good
days

Child A on a bad day


PHYSICAL EDUCATION

• Physical Education class - Swimming


• Dislikes physical activity
• Most of the time does not bring togs
• If she does - stays in the water for about 10-15mins, does not interact with others in the pool,
dislikes putting her face under the water
• Continues her own play activities even when the instructor is talking
FINDINGS/SUMMARY

• Academically strong
• Works independently
• Dislikes physical activity
STRATEGIES USED

• Positive reinforcement- The teacher gives her class dojos (Online class stickers), chart for
positive behavior at the end of the day.
• Asks the student to sit up when she is lying down
• Allows her to read books once tasks are completed
• During outbursts, firmly tells her to calm down
WHERE TO NEXT?
• Give her extra attention at the beginning of the class to get her interested and motivated
• Talking to parents regarding the student sleeping in the classroom
• Needs to be challenged - accelerated learning, independent projects
• Tailor contents to her interests (Marzano & Marzano, 2003)
• Work with her to set goals (Marzano & Marzano, 2003)
• Develop a “things to do” checklist (Marzano & Marzano, 2003)
• Encourage working with peers – Buddy system (Vaughn, Bos & Schumm, 2007)
• Provide more guided practice with teacher feedback (Vaughn, Bos & Schumm, 2007)
CHILD B
• Gender - male
• Year - 6
• Siblings - None
• Ethnicity - Sri Lankan (Moved to New Zealand in 2018)
• Interests - Cricket
• Reading level - Rad readers group (Below expected curriculum level)
• Writing level- Drafters group (Below expected curriculum level)
• Numeracy level – Pentagons group (At expected curriculum level)
• ESOL student
GENERAL OBSERVATIONS

• Eager to help students and teachers. However, does not know how to due to a relatively new
social environment
• Acts differently with different teachers
• Responds well to positive reinforcement
• Sits at the back of the classroom
LITERACY - WRITING

• Group - Below expected curriculum level


• ESOL student
• Tries to copy other students work
• Struggles to think of ideas during writing activities
• Prefers to use the computer rather than sit and write
• Distracts other students during reading/writing activities
• Disengaged during writing tasks
NUMERACY

• Level - At expected curriculum level


• Usually the first in his group to solve problems
• Likes to solve math problems in his own way (does not use different strategies as explained by
the teacher)
• Attempts to answer all questions
• Loves math challenges
PHYSICAL EDUCATION

• Physical Education Class - Swimming


• Beginner level – learning to put his face under the water and basic arm strokes
• Self conscious about his body
• Enjoyed the water
• Attempted to try everything the instructor told
SUMMARY

• Works independently in Math


• Needs extra help with reading and writing
• Enjoys sport
STRATEGIES USED

• Has built a strong rapport with the student


• Gives the student one on one attention whenever possible
• Has taken time to understand the home environment – cultural differences
• During writing – the teacher works with his group and breaks down the story and teaches him
how to write, construct sentences and asks questions that involve student thinking
• Challenges him during math by asking him to solve more complicated worksheets
• Uses positive reinforcement (class dojos- online stickers), praising other students around his
table when they do something good
WHERE TO NEXT?
• Build strong relationships and refrain from criticism and reward small successes (Marzano &
Marzano, 2003)
• Teach and reinforce social behaviors through microteaching and key competencies (Marzano &
Marzano, 2003)
• Develop brainstorming strategies to help capture ideas and plan for writing, flexible learning
• Use more technology in lessons to help in child engagement- audio books, dictation software
(Vaughn, Bos & Schumm, 2007)
• Introduce discovery learning (past experiences, analogies, metaphors, real life experiences) to
improve literacy and numeracy skills
• Use maps and graphic organizers to show relationships between ideas (Vaughn, Bos & Schumm,
2007)
PEER FEEDBACK

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