Annalise Sears

Student Teaching: Block 4

1 April 2019

Background Information

Student A:

Through my first weeks at my placement, I have observed and begun to develop a

relationship with Student A. The most prominent aspect of observing Student A is body

language. When first meeting this student, it was obvious to see lack of eye contact, shoulders

shrugging, and attempting to face away from me. It took me a couple of times of meeting and

interacting with this student until there was some comfortability in our conversations. Socially,

many of Student A’s classmates and peers have trouble understanding the struggles that this

student endures.

Student A attempts to have social interactions with peers. Considering Student A spends

most of the time in a special needs class for Autism, there is some struggle in social situations

with other students in the school I have noticed one instance where Student A gave a classmate a

drawing. The classmate was somewhat confused as to why Student A gave them one. Other

social attempts usually occur when Student A addresses the entire class. This is something that

Student A appears to be more comfortable with than addressing a classmate on an individual

level. Most of these comments made to the entire class occur when learning material, as Student

A is highly achieved in music.

Student A excels in sight-reading and ability to perform her part. Most often, Student A is

more confident in musical ability than the rest of the class. It is because of this, that Student A
becomes impatient. Usually, the instructor with give the class a challenging task and Student A

will be most likely find success fastest. This is when Student A begins to make comments to the

rest of the class. Most of these comments are not approving of peers’ work ethic.

As an instructor, I have found success in giving Student A extra work while the class is

still working on a task. When it comes to accommodations for Student A, I usually find that I

have to assign more to do in order to aid student engagement. Student A is always willing to be

helpful. Student A would rather do something that is meaningful than do busy work. For

example, one day Student A was unable to rehearse with the rest of the group, so we numbered

the measures of music for the judges for Choral Assessment. Student A was could not join the

rest of the choir for Choral Assessment because of a diagnosis of Autism, ADHD, OCD and

Generalized Anxiety Disorder. There was also a day where I had Student A help me organize

choir folders. Student A enjoys music and enjoys being a helpful individual in a classroom

setting.

Student B:

I have not noticed many instances where I have had to make specific accommodations for

Student B. I would not have known that Student B had a learning disability if I was not informed.

From an observational standpoint, Student B does not appear to be struggling academically. This

student sings with the rest of the choir, and follows directions. When the class is doing some sort

of music activity, Student B remains engaged. There was one instance where Student B asked

questions about a writing assignment and needed extra help. Though it seemed that once the

assignment was further explained, Student B was successful. It appeared as though Student B

just needed the extra explanation. Student B needs accommodations in providing extra time to
complete assignments. In the choral classroom, however, Student B does not appear to need

extra time to comprehend activities or assignments.

Socially, Student B seems to do well. Student B talks with many students in class, and

excels in his extracurricular activities. Student B does not necessarily reach out to make

connections with me or my cooperating teacher, but Student B appears to be comfortable to ask

questions if necessary. Student B excels socially, however, maintains ability to stay engaged.

Student B is well behaved and follows directions well.

In terms of accommodations, it is important to establish a relationship with this student.

Since there is not a way to tell if Student B is struggling from mere observation, there needs to be

a system in place where Student B can reach out if needed. If there are more written assignments,

I will be sure to check in with the student to see if there are any accommodations needed.