EDUC 202 Field Notes

Name: Abby Wierenga Service Learning Site: Gerald R Ford Middle School in an emotional impairment classroom.

**I hardly observed learning and teaching situations so some of my boxes at the end are very blank***

Settings
Date, Time,
Place

Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?

Factually describe what you observe/experience.
Report, do not interpret. Avoid adjectives that
are ambiguous (ex. large, many, small, etc.). Be
detailed and use rich description.
Questions:
What do I Wonder?

Often, we understand incompletely.
Beginning to answer some questions
may raise multiple questions about
what you still dont understand.
Identify those here.
Data Sources:
What Do I Know?

Make connections here to class
discussion, readings, outside research,
information from informants. Identify
the source of information
Judgments / Interpretation:
What Do I Think?

Describe your developing judgments. Can
you support these with observations and
other data sources? Consider your
knowledge, skill level, beliefs & values, and
whether you need more data.
2-14-13









3-14-13










3-21-13
The radio is on
There are 6 tables with two chairs at
each
Two construction vests hanging on
door
Student pulled out blue exercise ball
to sit on
Room is about 36 by 48 feet


Colorful papers with questions and
prompts on them on the walls of the
room.
Schedule on the whiteboard of what
she is teaching that day.
Motivational posters on the walls.
Bell schedule on the door.
Windows have roll down shades.
Radio is on again.


Classroom overlooks a graveyard
and a residential area.
Why does she have the
radio on?

What are vests used for?







Do the papers on the wall
distract the students or help
them enrich their learning?

The radio helps the students to
concentrate.












The papers and posters on the walls help
encourage the students and provoke them
to ask questions.






















Race& Ethnicity
Date, Time,
Place

Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?

Factually describe what you observe/experience.
Report, do not interpret. Avoid adjectives that
are ambiguous (ex. large, many, small, etc.). Be
detailed and use rich description.
Questions:
What do I Wonder?

Often, we understand incompletely.
Beginning to answer some questions
may raise multiple questions about
what you still dont understand.
Identify those here.
Data Sources:
What Do I Know?

Make connections here to class
discussion, readings, outside research,
information from informants. Identify
the source of information
Judgments / Interpretation:
What Do I Think?

Describe your developing judgments. Can
you support these with observations and
other data sources? Consider your
knowledge, skill level, beliefs & values, and
whether you need more data.

2-22-13




2-28-13




2-14-13






All three students are African
American



Four African American students




Five African American students


















Do all the classrooms have
a majority of black students
it them?


Are the African American
students more likely to be
profiled as having
disabilities? Why?

Does the staff understand
what kind of background
these kids come from?
This means that nationally,
Black students are three times
more likely to be identified as
having mental retardation
and over two times more
likely to be classified as
emotionally disturbed when
compared to their peers.
(Taylor and Whittaker, 2009,
170)

The Madison Area
demographics show that 62%
of the population is African
American. (Grand Valley
State University, . (2010).
Madison Area. In Community
Research Institute . Retrieved
March 25, 2013)

Not knowing students
strengths leads to our teaching
down to children from
communities that are culturally
different from that of the
teachers in the school (Delpit,
2006, 173)
This school serves a majority of black
students.
African American students are more likely
to be placed in an emotional impairment
class



















Maybe the staff doesnt quite know how to
accommodate the kids who come from
significantly different backgrounds.













Social Class
Date, Time,
Place

Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?

Factually describe what you observe/experience.
Report, do not interpret. Avoid adjectives that
are ambiguous (ex. large, many, small, etc.). Be
detailed and use rich description.
Questions:
What do I Wonder?

Often, we understand incompletely.
Beginning to answer some questions
may raise multiple questions about
what you still dont understand.
Identify those here.
Data Sources:
What Do I Know?

Make connections here to class
discussion, readings, outside research,
information from informants. Identify
the source of information
Judgments / Interpretation:
What Do I Think?

Describe your developing judgments. Can
you support these with observations and
other data sources? Consider your
knowledge, skill level, beliefs & values, and
whether you need more data.


2-22-13































3-14-13

3-21-13

When it snows a lot many kids
dont show up Miss Letherby









The school only busses the special
education/emotional impairment
kids

All three students wearing tennis
shoes and jeans

Albert wearing an orange plaid shirt

Girl wearing a pink sweatshirt with
a pink headband

Other boy wearing a
red/black/grey/white striped polo
shirt


Albert has his braids tied back with
a rubber band

Albert took his braids out
Albert got new shoes



Why dont students show
up?









Why do they only bus these
students?
How do other students get
to school?
High levels of absenteeism
and tardiness are common
among homeless children who
are constantly moving, often
without dependable
transportation and
knowledgeable advocates for
their needs (Taylor and
Whittaker, 2009, 153)
We must demand the best
possible education for all
students-higher-order
pedagogies, innovative
learning materials, and
holistic teaching and
learning (Gorski, 2008)
Students in low income or no income
families find it hard to get to school when
there is a lot of snow.











Culture and Language



Date, Time,
Place

Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?

Factually describe what you observe/experience.
Report, do not interpret. Avoid adjectives that
are ambiguous (ex. large, many, small, etc.). Be
detailed and use rich description.
Questions:
What do I Wonder?

Often, we understand incompletely.
Beginning to answer some questions
may raise multiple questions about
what you still dont understand.
Identify those here.
Data Sources:
What Do I Know?

Make connections here to class
discussion, readings, outside research,
information from informants. Identify
the source of information
Judgments / Interpretation:
What Do I Think?

Describe your developing judgments. Can
you support these with observations and
other data sources? Consider your
knowledge, skill level, beliefs & values, and
whether you need more data.
2-14-13





















2-28-13






2-22-13


3-14-13



3-21-13
Teacher refers to students as
honey/sweetheart/baby

Chill with the tude (Letherby to
student)

Letherby called student Homie

Students get threatened with being
sent home

Students have low reading levels k-3






Student Can you brings me my
paper? LetherbyCan you please
use proper English?




Assembly had rap music playing


Miss Williams Dont axe me a
question
Albert I already is blind
Rajavian I dont give a f***

Random teacher in the hall you
shoulda been there, you late

Does it bother students to
be referred to by these
nick-names?

Does Letherby feel like
talking to students like this
helps them to connect
better?












What is her philosophy on
standard English?







How do they deal with
swearing?












Reading difficulties-very low
reading abilities- are the most
common reasons for these
students referrals to special
education (Calvin College
Education Department, 2011,
1-3)

Neither teachers nor anyone
else will be able to force a
choice upon an individual
(Delpit, 2006, 54)










Letherby feels that talking to the students
with some AAVE helps them to listen to her
better.






The students reading levels are not up to par
because they are in an Emotional
Impairment classroom


3-21-13










3-14-13
Miss Williams has an open Bible on
her desk with highlighted verses and
yellow and red post-it note tabs.

Miss Williams has two Bible verses
posted on the wall behind her desk

Rhyshy has a tattoo on his right
forearm with his initials RM


Ms. Weekly, a social worker, sitting
in class to watch Rajavian
How do the students feel
about her having this
religious material out in
public?







How often does the social
worker get called into this
classroom?
School staff and students can
wear religious symbols
(Darden, E. C. (2006, April 5).
Religion and Public Schools.
In The Center for Public
Education. Retrieved March
25, 2013)
What Miss Williams has out
must be acceptable to the school
and the students.







Gender & Sexuality
Date, Time,
Place

Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?

Factually describe what you observe/experience.
Report, do not interpret. Avoid adjectives that
are ambiguous (ex. large, many, small, etc.). Be
detailed and use rich description.
Questions:
What do I Wonder?

Often, we understand incompletely.
Beginning to answer some questions
may raise multiple questions about
what you still dont understand.
Identify those here.
Data Sources:
What Do I Know?

Make connections here to class
discussion, readings, outside research,
information from informants. Identify
the source of information
Judgments / Interpretation:
What Do I Think?

Describe your developing judgments. Can
you support these with observations and
other data sources? Consider your
knowledge, skill level, beliefs & values, and
whether you need more data.
2-14-13



2-22-13




2-28-13







Four male students
One female student


Two males
One female



Three males
One female




















Why is the classroom
predominantly male?
In the community in
2010 the male
percentage
was 48%.
(Grand Valley
State
University, .
(2010).
Madison Area.
In Community
Research
Institute
.Retrieved
March 25,
2013
Black boys are
unduly
penalized in
our regular
classrooms.
They are
disproportiona
tely assigned
to special
education
(Delpit, 2006,
169)
The male students in the school are more
likely to be placed in an emotional
impairment classroom











Attention
Date, Time,
Place

Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?

Factually describe what you observe/experience.
Report, do not interpret. Avoid adjectives that
are ambiguous (ex. large, many, small, etc.). Be
detailed and use rich description.
Questions:
What do I Wonder?

Often, we understand incompletely.
Beginning to answer some questions
may raise multiple questions about
what you still dont understand.
Identify those here.
Data Sources:
What Do I Know?

Make connections here to class
discussion, readings, outside research,
information from informants. Identify
the source of information
Judgments / Interpretation:
What Do I Think?

Describe your developing judgments. Can
you support these with observations and
other data sources? Consider your
knowledge, skill level, beliefs & values, and
whether you need more data.


3-21-13




















3-8-13

























Albert keeps looking around while
he should be doing his homework.
He keeps looking at the clock and
looking at and talking to Miss
Letherby. He is moving in his seat.



















Rhyshy not reading, looking at
Rajavian.
Rajavian also not reading, looking at
Rhyshy.







Rajavian trying to figure out Miss
Letherbys nick-name. Still not
reading








What type of attention
deficit does he have?



















Why arent they reading?









Why will he focus so much
on this and not reading?

Is unable to concentrate
without experiencing mental
fatigue; exhibits overactivity,
fidgetiness, and or contorted
posture Has difficulty
completing tasks or fulfilling
responsibilities that are not
particularly entertaining or
immediately motivation;
requires heavy prodding to
accomplish schoolwork
Exhibits variable levels of
attention and performance;
does schoolwork that is
inconsistent both in quality
and quantity; has
inconsistencies that vary from
moment to moment, day to
day, or week to week. (Dr.
Melvin Levine, Attention,
Glossary of
Neurodevelopment Terms)
Not surprisingly, students
who harbor
neurodevelopmental
dysfunctions at the discourse
level of language are unlikely
to ever be caught reading for
pleasure (Levine, 2002, 142)




Has difficulty completing
tasks or fulfilling
responsibilities that are not
particularly entertaining or
immediately motivation;
requires heavy prodding to
accomplish schoolwork (Dr.
Melvin Levine, Attention,
Glossary of
I believe that Albert struggles
with mental energy control.


















Perhaps they dislike reading and
prefer to talk.
Maybe they struggle with
neurodevelopmental
dysfunctions.






I believe that Rajavian may
struggle in the area of mental
energy control.



Neurodevelopment Terms)





Attention cont.

Date, Time,
Place

Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?

Factually describe what you observe/experience.
Report, do not interpret. Avoid adjectives that
are ambiguous (ex. large, many, small, etc.). Be
detailed and use rich description.
Questions:
What do I Wonder?

Often, we understand incompletely.
Beginning to answer some questions
may raise multiple questions about
what you still dont understand.
Identify those here.
Data Sources:
What Do I Know?

Make connections here to class
discussion, readings, outside research,
information from informants. Identify
the source of information
Judgments / Interpretation:
What Do I Think?

Describe your developing judgments. Can
you support these with observations and
other data sources? Consider your
knowledge, skill level, beliefs & values, and
whether you need more data.


























4-11-13






Rhyshy hasnt picked up his book in
over 5 minutes










Albert works well if I read and he
writes





Rajavian talking to Febrese
Rajavian not reading
Rhyshy talking to Febrese
Rhyshy counting his money
Rhyshy working after security was
called on him.



















Is it easier for Albert to do
his work if he doesnt have
to read?
Only concentrates when
inputs or experiences are
exciting; reveals instability
for material possessions and
acquisitions or for excitement
and intense stimulation (Dr
Melvin Levine, Attention,
Glossary of
Neurodevelopment Terms).
I wonder if Rhyshy has trouble in
the area of Satisfaction level.






Memory
Date, Time,
Place

Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?

Factually describe what you observe/experience.
Report, do not interpret. Avoid adjectives that
are ambiguous (ex. large, many, small, etc.). Be
detailed and use rich description.
Questions:
What do I Wonder?

Often, we understand incompletely.
Beginning to answer some questions
may raise multiple questions about
what you still dont understand.
Identify those here.
Data Sources:
What Do I Know?

Make connections here to class
discussion, readings, outside research,
information from informants. Identify
the source of information
Judgments / Interpretation:
What Do I Think?

Describe your developing judgments. Can
you support these with observations and
other data sources? Consider your
knowledge, skill level, beliefs & values, and
whether you need more data.






















































Language
Date, Time, Place

Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?

Factually describe what you
observe/experience. Report, do not interpret.
Avoid adjectives that are ambiguous (ex.
large, many, small, etc.). Be detailed and use
rich description.
Questions:
What do I Wonder?

Often, we understand incompletely.
Beginning to answer some questions
may raise multiple questions about
what you still dont understand.
Identify those here.
Data Sources:
What Do I Know?

Make connections here to class
discussion, readings, outside
research, information from
informants. Identify the source
of information
Judgments / Interpretation:
What Do I Think?

Describe your developing judgments. Can you
support these with observations and other data
sources? Consider your knowledge, skill level,
beliefs & values, and whether you need more
data.




4-11-13




4-18-13



4-25-13







Rhyshy calling everyone N*****
Rhyshy talking about
girls/basketball

Febrice, Rajavian, William, Kevin
talking
Cuss words used often

Rhyshy Ima take your Ipod and
beat your ass.
Rhyshy randomly Oooh, look!
Snow!
Rhyshy Move, stay away from
me to Miss DelaCruz
Rhyshy talking to William



























How do they deal with
cussing?

What words are not ok to say
in the classroom?

How are the students
expected to treat and address
the teachers and staff?





Students with weak
Code Switching get in
trouble for sounding
disrespectful when
speaking to
others...They use
inappropriate language
in front of adults or
during class discussions
(Verbal Pragmatics)

When individuals lack
expressive language
ability, they may be
susceptible to the
development of
aggressive behaviors
and also depression or
excessive anxiety
(Levine, 2002, 143)






Some of these students may have difficulty
with code switching










There may be some lack of expressive language
ability causing all the cussing and aggressive
language.



Motor/Sensory


Date, Time,
Place

Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?

Factually describe what you observe/experience.
Report, do not interpret. Avoid adjectives that
are ambiguous (ex. large, many, small, etc.). Be
detailed and use rich description.
Questions:
What do I Wonder?

Often, we understand incompletely.
Beginning to answer some questions
may raise multiple questions about
what you still dont understand.
Identify those here.
Data Sources:
What Do I Know?

Make connections here to class
discussion, readings, outside research,
information from informants. Identify
the source of information
Judgments / Interpretation:
What Do I Think?

Describe your developing judgments. Can
you support these with observations and
other data sources? Consider your
knowledge, skill level, beliefs & values, and
whether you need more data.
3-28-13

4-11-13





4-25-13












3-28-13
Miss Letherby Rhyshy is very
sensory driven
Rhyshy sitting on a blue exercise ball





Miss Letherby Compression really
works for him (Rhyshy). He is really
sensory. If he is freaking out and
you just bear hug him and he totally
relaxes
He has a heavy green weighted thing
on his lap
Rhyshy putting his hood on and
putting his head down
Letherby puts her hand on his neck
to make him watch the video
Rhyshy pulling up his hood and
closing the strings on it.












What makes him that way?
]

Why does this work for
him?

Does it help him to be able
to move around?

What kinds of sensory
things work best for him?

How did the teachers and
administration figure this
out?









Spatial & Sequential
Date, Time,
Place

Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?

Factually describe what you observe/experience.
Report, do not interpret. Avoid adjectives that
are ambiguous (ex. large, many, small, etc.). Be
detailed and use rich description.
Questions:
What do I Wonder?

Often, we understand incompletely.
Beginning to answer some questions
may raise multiple questions about
what you still dont understand.
Identify those here.
Data Sources:
What Do I Know?

Make connections here to class
discussion, readings, outside research,
information from informants. Identify
the source of information
Judgments / Interpretation:
What Do I Think?

Describe your developing judgments. Can
you support these with observations and
other data sources? Consider your
knowledge, skill level, beliefs & values, and
whether you need more data.






















































Higher Order Thinking
Date, Time,
Place

Keep dating your
entries. These are
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semester.
Observations:
What Do I See?

Factually describe what you observe/experience.
Report, do not interpret. Avoid adjectives that
are ambiguous (ex. large, many, small, etc.). Be
detailed and use rich description.
Questions:
What do I Wonder?

Often, we understand incompletely.
Beginning to answer some questions
may raise multiple questions about
what you still dont understand.
Identify those here.
Data Sources:
What Do I Know?

Make connections here to class
discussion, readings, outside research,
information from informants. Identify
the source of information
Judgments / Interpretation:
What Do I Think?

Describe your developing judgments. Can
you support these with observations and
other data sources? Consider your
knowledge, skill level, beliefs & values, and
whether you need more data.






















































Family Systems
Date, Time,
Place

Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?

Factually describe what you observe/experience.
Report, do not interpret. Avoid adjectives that
are ambiguous (ex. large, many, small, etc.). Be
detailed and use rich description.
Questions:
What do I Wonder?

Often, we understand incompletely.
Beginning to answer some questions
may raise multiple questions about
what you still dont understand.
Identify those here.
Data Sources:
What Do I Know?

Make connections here to class
discussion, readings, outside research,
information from informants. Identify
the source of information
Judgments / Interpretation:
What Do I Think?

Describe your developing judgments. Can
you support these with observations and
other data sources? Consider your
knowledge, skill level, beliefs & values, and
whether you need more data.






















































Social Systems & Emotional Development
Date, Time,
Place

Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?

Factually describe what you observe/experience.
Report, do not interpret. Avoid adjectives that
are ambiguous (ex. large, many, small, etc.). Be
detailed and use rich description.
Questions:
What do I Wonder?

Often, we understand incompletely.
Beginning to answer some questions
may raise multiple questions about
what you still dont understand.
Identify those here.
Data Sources:
What Do I Know?

Make connections here to class
discussion, readings, outside research,
information from informants. Identify
the source of information
Judgments / Interpretation:
What Do I Think?

Describe your developing judgments. Can
you support these with observations and
other data sources? Consider your
knowledge, skill level, beliefs & values, and
whether you need more data.






















































Moral, Spiritual, & Faith Development
Date, Time,
Place

Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?

Factually describe what you observe/experience.
Report, do not interpret. Avoid adjectives that
are ambiguous (ex. large, many, small, etc.). Be
detailed and use rich description.
Questions:
What do I Wonder?

Often, we understand incompletely.
Beginning to answer some questions
may raise multiple questions about
what you still dont understand.
Identify those here.
Data Sources:
What Do I Know?

Make connections here to class
discussion, readings, outside research,
information from informants. Identify
the source of information
Judgments / Interpretation:
What Do I Think?

Describe your developing judgments. Can
you support these with observations and
other data sources? Consider your
knowledge, skill level, beliefs & values, and
whether you need more data.



















































Other
Date, Time,
Place

Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?

Factually describe what you observe/experience.
Report, do not interpret. Avoid adjectives that
are ambiguous (ex. large, many, small, etc.). Be
detailed and use rich description.
Questions:
What do I Wonder?

Often, we understand incompletely.
Beginning to answer some questions
may raise multiple questions about
what you still dont understand.
Identify those here.
Data Sources:
What Do I Know?

Make connections here to class
discussion, readings, outside research,
information from informants. Identify
the source of information
Judgments / Interpretation:
What Do I Think?

Describe your developing judgments. Can
you support these with observations and
other data sources? Consider your
knowledge, skill level, beliefs & values, and
whether you need more data.

4-25-13














Albert got moved to gen-ed