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Final Reflection

Susan Robinson
College of Western Idaho
EDUC-230-001H
Ms. Natalie Raass
December 10, 2020
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In the case study videos in week fourteen and fifteen the class was introduced to a

fourth-grade student named Tim. From what I have gleaned from the videos, Tim comes from a

home in which the parents are married and living together in the same household as Tim. I also

have to assume that Tim is the only child because the parents did not mention any interactions

with siblings. Both parents mentioned working long hours outside the home and Tim has never

been involved in any extra curricular activities, such as sports. The dad seems to have some

difficulties engaging Tim in requests made (Kids Matter). His parents refer to him as a very shy

child that would rather stay in his room and read or play on his computer all day. So, his shyness

and desire to be somewhat withdrawn do not seem to be from any outside influences. It is also

mentioned that Tim does not engage with other students and it sounds as if he has not developed

any relationships with any of his peers. There does not seem to be any limitations physically and

he comes across as a very reserved and generally seems to be a quiet student in the classroom

and is referred to as academically doing his best (Kids Matter).

While Tim seems to be quiet and listening, there is something about how Tim is engaged

with the class and instruction. I am having a hard time trying to determine whether Tim is so shy

that he feels uncomfortable answering a question in front of his peers, or if there is something

more happening like falling on the spectrum. In the videos, there is a discussion between the

librarian and the classroom teacher about the level of reading that Tim is at. Academically he is

reading books at a high school level (Kids Matter). Yet in the video there is a shot of Tim while

his teacher is talking, although it seems that Tim is listening to his teacher, it is as if his mind is

wandering to some other place. I believe therefore that is why Tim is unable to answer the

question posed to him by the teacher. The video shows the teacher trying to clarify the question

asked, yet he still is unable and/or unwilling to answer the question. Which makes me question
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whether Tim cannot affectively engage with his peers and the teacher. This also makes it harder

to understand where Tim is as far as needs in his core academic subjects. One thing is obvious is

that Tim does not know how to engage socially.

In the video series, Tim seems to be aware of those around him. His body language is

very readable when it comes to him having to answer questions. He acts uncomfortable and

looks down at his desk. When the question is rephrased, he once again seems unable or unwilling

to answer the question. He looks around the classroom to see how his peers react towards his

response, so he is fully aware that they are somewhat formulating opinions of Tim (Kids Matter).

For a student that is shy, this could be more reason to withdraw into his own little world. When

the students are working in their writing groups, the video shows that Tim is trying desperately

to engage with his small group, but they do not listen to him and he eventually loses his temper

and throws his pencil box to the floor, drawing the whole class’ attention. While he seems to not

be able to relate with kids his age, Tim is shown as being able to carry on conversations with

adults. The librarian can converse with him, as well as the classroom teacher (Kids Matter). So

as far as his self-concept and self-esteem where does he fall on Erikson’s 8 Stages of

Development?

I watched the video on Erikson’s stages several times and I felt like Tim seemed to align

with more than one stage. I felt as if socially, Tim seems to have some characteristics of the child

at the “Initiative vs. Guilt stage” (Sprouts, 1:12). He comes across as someone that never really

was able to discern what was considered acceptable during that age. It is almost like he never

received enough or was unable to process the positive reinforcement from his parents and

possibly early education teachers, such as preschool. However, Tim also falls in the “Industry vs.

Inferiority stage” (Sprouts, 1:38) too. This is where his reaction to his peers comes into play.
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Since Tim seems to have a barrier in which he has trouble initiating relationships, it seems

relevant that Tim would display some inferiority and even frustration with his peers and how he

perceives they feel about him. In the video, the teacher expresses concern about Tim’s behavior

and how he relates relationally with others, so what are some accommodations that might benefit

Tim in the classroom?

The first thing would be to move Tim to the front of the class. Having him upfront would

allow me to observe Tim’s mindset during instruction by working to keep him focused and

engaged. When assigning group work, it would be important for me to be involved during Tim’s

brainstorming sessions with his group. Tim felt left out when the group was discussing their

topic. Helping the group come up with alternative ways to pick a topic, such as taking a vote

could help Tim feel like he was included in the process. It is so important as an educator to

encourage continual dialog and positive interactions for Tim. If Tim is still having outbursts with

other students, then I could always have Tim’s love of computers work towards helping him

develop his topic and paper. Taking away some of the anxiety he might still be feeling. So how

might I use what I use Tim and his experiences, along with what I have learned this semester to

include those with exceptionalities, learning struggles, and gifted and talented in my classroom?

Having students in my classroom with exceptionalities is an amazing opportunity for me

as an educator to learn and grow. I think the most important thing when teaching exceptional

students is to work with other educators, the special education teachers, and the school

counselors to develop a better understanding of what has worked well in the past with similar

students and what might work better going forward. It will be important to modify assignments

and assessments that help the student to understand the concepts and ensures that they are still

progressing academically. Depending on the type of exceptionality, having tools inside the
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classroom, such as assistive technology, computers, picture cars, printed instructions, modified

lessons, and extended time for assignments. However, the most important thing I can think of is

to include the parents by providing correspondence and finding out what they feel is or might not

work or be working for their child. It is also important to ensure that the students in the general

education classroom help foster a community of acceptance.

Helping students understand that we are all different is such an important aspect. As an

educator, I want to educate my students that we all come in different colors, shapes, and abilities

and we are not all born the same. I would start by talking about what the term different means.

Opening the dialog for students to respond and ask questions is important in helping kids

understand that someone might look different or need extra help. I think when students do not

understand that some of us might have been born with an exceptionality or a learning barrier, it is

easy to return that confusion and misunderstanding with negative reactions. Involving all

students in the learning process, by helping and including them is a huge step. Students can show

their compassion and it teaches them about learning to be patient and to extend grace. Plus, as

the teacher, when I set the example by including every student in instruction and the learning

process, my students will see that while we might all look, act, and learn differently, we are

better learners as a team. As important as it is to be inclusive for those with exceptionalities, it is

just as important to understand that our backgrounds and cultures play an important part of who

we are.

Celebrating all these differences is important as an educator. I think one of the best ways

is to make sure that my classroom is an example that highlights and encourages these through

education. Having images on the walls that highlight that our world is bigger than the classroom.

Images of different cultures and lands. Images of important people that overcome some type of
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challenge. Talking about time periods throughout history when there was an intolerance based on

a person’s skin color or beliefs. This can be through reading books about people that have

created positive change throughout history. Books that talk about people like Martin Luther

King, Jr., Helen Keller, Thomas Edison, and Albert Einstein are just a few that are great

examples of humans that faced adversity or told they would not succeed academically. However,

they succeeded and have been instrumental in helping to provide insight into their ideals and

differences.

How might I help struggling learners in my classroom? I again think of Edison and

Einstein when it comes to struggling learners. Both men were told by their teachers that

academically would not amount to much. Edison’s mom was told that her son was “mentally

deficient and to keep him home” (CLR). Einstein’s teachers believed he was a poor performer in

the classroom, and he struggled with speaking fluently. His parents even tried to label him as

mental retarded (Brian, 1996). When it came to Edison and Einstein, I wonder why their teachers

felt the need to brand their student. Why did their teachers not work to help those that they

labeled as inept and or slow? For me, as a future educator, it is important to implement strategies

for success. Understanding the learning barriers for my student(s) is important. I think using the

RTI model and the LRE is important in setting up my student(s) for academic success.

Modifying and breaking assignments into smaller chunks, setting up extra support time in class,

giving extra time in class to complete an assignment, working with how the student learns. Are

they visual, auditory, kinesthetic, or does having instructions written to read help my students

better? Understanding what a student’s home life and support another factor is to consider. It is

important as an educator to remember when determining support.

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I have discussed my students with exceptionalities and how I would help them inside the

classroom. I have also talked about what I would do to create a culture of acceptance inside my

classroom that explores all our differences in culture, race, and learning. I introduced some ideas

of some tools I would incorporate to help struggling learners. However, I have yet to talk about

those students that are gifted and talented. It used to be that we thought a student had to be

intelligent in all subjects to be considered gifted and talented, but really what it means is to

highlight those gifts and allow them to academically use those strengths. I think one way to

encourage the use of these talents is to recognize and use students as classroom helpers. An

example might be a gifted student in reading. I could use my student to buddy read with

struggling reader. When assigning a research project maybe I modify their assignment to be

more specific about a topic or research a certain aspect that is related to the topic. Allowing them

to dive deeper into the subject and enhance their learning experiences. Including all students in

the learning process is the most important aspect of a teacher.

Thinking back to the video of Tim, I see a teacher that understands that Tim is struggling

socially. She reaches out to her peers for guidance and insight. She works to help the parents feel

like a partner in Tim’s education. Of the short time I could view Tim in the classroom, it is hard

to determine what else she might be able to do to help him. For me, as an educator I believe the

important aspect to remember is that we all learn differently and that each of us, whether we

have a learning barrier, a physical limitation, or the gifted student, that can share a talent or work

as a learning buddy for another. Use the resources, such as other educators and support services

within the school with questions and concerns by brainstorming what has worked and what did

not. What is the most important thing to remember is that we all have the right to a free and

appropriate education, along with the love, encouragement, and support of our educators.
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Work Cited

8 Stages of Development by Erik Erikson. [Video]. Sprouts. Minute Videos. YouTube.

https://youtu.be/aYCBdZLCDBQ.

Brian, D. (1996). Einstein A Life. The Washington Post. URL.

https://www.washingtonpost.com/wp-srv/style/longterm/books/chap1/einstein.htm.

Case Study: Tim. [Video]. Kids Matter. Australian Primary Schools Mental Health Initiative.

YouTube. https://youtu.be/tkClqz0weW4.

The Story of the Mom That Raise the Inventor of the Light Bulb. Children Learning

Reading.org. URL. https://www.childrenlearningreading.org/blog/thomas-edison-

story.html.
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