Child+Study

This child study sought to collect information on a singular student, who for confidentiality reasons will be referred to as RM, in order to inform instructional practices and better serve this student in the classroom. This study begins by providing detailed observational notes on the student during instruction and during non-instructional school activities. Additionally, this report summarizes information gained in an interview with school personnel and through examining the student’s cumulative folder. Next, two relevant articles are summarized in order to provide a research-based approach to instruction. Finally, a reflection on teaching practices summarizes the RM’s needs and the instructional practices that will be used to assist him in the classroom. A Word Document version of this child study can be found in Appendix I as it serves as an artifact for both InTASC 1 and InTASC 10.

__**Classroom Observational Notes (Mentor’s Class) **__ **Date:** November 7, 2013

During the drill, RM read anime comics and did not complete the assignment. However, RM put his book down when the teacher directed him to do so. He listened to a reading of “Sinners in the Hands of an Angry God” but picked up his book as soon as the teacher finished reading. Next, students completed a graphic organizer on the text while they had a discussion. On and off, RM would put down his anime book and fill out a box on the graphic organizer. However, he seemed to have difficulty taking notes on the discussion unless they recorded on the ELMO. By the end of the class period, he had completed approximately 1/3 of the graphic organizer.
 * Actions and the Context of Those Actions **

While students were completing the graphic organizer, I overheard RM telling his tablemates that he felt like giving up in English class. He said: “ Sometimes I don’t even want to try because its so hard, so I might as well just do what I want, right?” After I heard this, I went over to his table to help him with the graphic organizer. Together, we completed one column. As we were working, he told me: “I don’t like to write. I like to do math. Math is easy, but writing is hard.” I told him that everyone has strengths and weaknesses. I encouraged him to continue working on his skills in order to improve.
 * Words and Context of Those Words **

RM needed prompting from the teacher in order to start assignments. Unless the teacher was speaking with him directly, he would read his novel. When I went over to assist him with the graphic organizer, he would ask me questions. Also, I determined that I could guide him to the answers through questioning techniques. He participated during this one-to-one instruction.
 * Participation in Class **

RM was respectful during class. He did not call out answers like many other students, but he sometimes turned to his tablemates and talked with them. From what I gathered from listening to their conversations, they were complaining about the class. He enjoys talking about his interests and personal life with students and teachers.
 * Interactions with Teacher and Classmates **

RM can reach the correct answer with guiding questions; however, he has difficultly self-completing assignments. Therefore, his achievement grade is lowered because he often turns in incomplete assignments or misses assignments. Overall, he has a grade of a ‘D’ in the class.
 * Performance in your Class **

RM wants to be a veterinarian because he enjoys animals, science, and mathematics.
 * Other Relevant Information **

__**Classroom Observational Notes (Mentor’s Class) **__ <span style="font-family: Georgia,serif;">**Date:** November 14, 2013

<span style="font-family: Georgia,serif;">Because students needed computers for the day’s lesson, they were told to meet in the school library. RM was the first student to arrive to class; however, when he noticed he was early, he left the computer area to look at books. He did not return to the computer lab until after the bell had rung. Instead of working on the rough draft of his essay, RM read The Lightening Thief and played with a deck of cards. In the middle of the period, I noted that he had not begun writing his essay, so I sat with him and broke down the assignment into step-by-step instructions. Following this, RM began to reread “Sinners in the Hands of an Angry God” in order to find the meaning and purpose of the text, but when I returned to check on his progress, he still had not started composing his essay. Once again, he was playing with a deck of cards. More specifically, I noticed that he was trying to do magic tricks for the students sitting next to him. At the end of the period, RM did not turn in a rough draft of the assignment.
 * <span style="font-family: Georgia,serif;">Actions and the Context of Those Actions **

<span style="font-family: Georgia,serif;">When I discovered that RM was not completing his assignment, I asked him why he had not started writing his essay. He said: “I don’t know anything about this.” To clarify, I asked him if he did not understand the assignment, the text, or the writing process. He responded: “All of it.” Therefore, I broke down the assignment, giving him step-by-step instructions. First, I directed him to reread “Sinners in the Hands of an Angry God” to figure out the meaning and purpose of the text. I told him to raise his hand when he finished reading, so we could discuss the text together. He never signaled my attention; therefore, I revisited him towards the end of the period. When I asked if he had finished reading, he answered: “You missed the big argument yesterday.” Because this was not the answer I was expecting, I asked him to clarify what the argument was about. He said: “my group for the project wanted to film after school, but I can’t stay after school. So, they left me even though I wrote the whole script. Ms. G_ said I get points for doing the script.” I told him that I was glad that Ms. G_ gave him the points for the project; however, I clarified that we were now working on a different assignment. He whispered: “I know” but continued to discuss the argument he had with his classmates during the previous lesson.
 * <span style="font-family: Georgia,serif;">Words and Context of Those Words **

<span style="font-family: Georgia,serif;">RM did not participate in the class activities. Instead of writing his essay, he read The Lightening Thief and played with a deck of cards. At the end of the period, he did not turn in any work.
 * <span style="font-family: Georgia,serif;">Participation in Class **

<span style="font-family: Georgia,serif;">RM was very respectful when interacting with adults. Anytime I asked him questions, he responded willingly and did not seem resentful that I was checking on his progress throughout the class period. With his peers, RM seemed to be seeking approval. As I noted earlier, he used his deck of cards to perform magic tricks for the students sitting next to him. He appeared to perceive his entertainment as a means of gaining his peers’ interest and acceptance. Again, RM was very concerned about the argument he had with his classmates during the previous lesson. He spent 5-10 minutes discussing this argument with me, and he seemed concerned that his group members no longer wanted to be friends with him. Although this student appeared to be comfortable around adults, he does not seem as comfortable interacting with his peers. Overall, I think he is searching for acceptance from his classmates.
 * <span style="font-family: Georgia,serif;">Interactions with Teacher and Classmates **

<span style="font-family: Georgia,serif;">The second quarter recently began, so RM currently has a ‘B’ average in American Literature. However, during the first quarter, he received a ‘D’ because he did not complete many classwork and homework assignments. Furthermore, because he did not turn in a first draft of his essay, this student will lose classwork points, bringing down his grade.
 * <span style="font-family: Georgia,serif;">Performance in your Class **

<span style="font-family: Georgia,serif;">RM chose to work at a computer near one of the library’s bookshelves. He often turned around to look at the books during class. He was sitting between two students who are typically quiet and shy.
 * <span style="font-family: Georgia,serif;">Other Relevant Information **

__**<span style="font-family: Georgia,serif;">Classroom Observational Notes (Class other than Mentor’s) **__ <span style="font-family: Georgia,serif;">**Date:** November 12, 2013

<span style="font-family: Georgia,serif;">RM arrived to class on time but did not start on the drill. When the teacher asked him why he was not working, he responded that he lost his drill papers. Once he had a new form, he started on the problems. When the teacher was going over the drill, RM started reading a novel but put the book away when prompted by the teacher. RM was one of the only students who completed the review packet and finished before most of his peers. After completing the work, he started to read his novel. Throughout the class, RM was constantly yawning, suggesting that he was tired.
 * <span style="font-family: Georgia,serif;">Actions and the Context of Those Actions **

<span style="font-family: Georgia,serif;">RM was surprised to see me in his math class and asked me why I was there. I told him that I was there to observe different classes because my mentor teacher was not in school. When his math teacher asked him where his drill paper was, RM responded: “my bag must have ate it.” Then, he started to laugh at his answer. Again, when he was asked if he was finished his review packet, he answered: “I’m done in a way.” When asked what that meant, the student replied: “I couldn’t figure one out. It was too hard, so I didn’t finish the whole thing.” The teacher responded that this was okay because they were going to review the packet as a whole class.
 * <span style="font-family: Georgia,serif;">Words and Context of Those Words **

<span style="font-family: Georgia,serif;">RM needed prompting to complete many of the assignments, but he finished them once he got started. When completing the review packet, he opted to work alone rather than with a group. He seemed confident in his ability to answer the questions. Further, while the class reviewed the packet, he participated in the discussion by answering questions and showing his work.
 * <span style="font-family: Georgia,serif;">Participation in Class **

<span style="font-family: Georgia,serif;">RM interacted jokingly with the teacher, but he was still respectful. He responded to all the teacher’s questions and directions without getting upset or frustrated. However, RM did not interact with his classmates, choosing to work alone.
 * <span style="font-family: Georgia,serif;">Interactions with Teacher and Classmates **

<span style="font-family: Georgia,serif;">Overall, RM was doing well in the course. He was performing well on tests and quizzes; however, he did not complete all assignments, causing his grade to be lowered. During the first quarter, RM received a ‘C’ in the course.
 * <span style="font-family: Georgia,serif;">Performance in your Class **

<span style="font-family: Georgia,serif;">RM was dressed in a t-shirt, baggy jeans, a jacket, and work boots.
 * <span style="font-family: Georgia,serif;">Other Relevant Information **

__**<span style="font-family: Georgia,serif;">School-Sponsored Event Notes **__ <span style="font-family: Georgia,serif;">**Date:** November 12, 2913, November 14, 2013, and November 21, 2013

<span style="font-family: Georgia,serif;">**Event:** Non-Instructional School Settings

<span style="font-family: Georgia,serif;">RM is a participant in non-instructional school events such as class rotations, fire drills, library times, and lunch.
 * <span style="font-family: Georgia,serif;">How Student is Involved in the Event: **

<span style="font-family: Georgia,serif;">**Observations of the Event**: __<span style="font-family: Georgia,serif;">November 12, 2013: Fire Drill __ <span style="font-family: Georgia,serif;">During the second period, there was a fire drill. I was observing another teacher at this time; however, I was able to observe RM during the drill. When he exited the school, he was smiling and talking with his classmates. He seemed excited to get out of the classroom. Once outside, he followed the teacher to the designated location and stood in line while she took role. After she finished taking attendance, RM walked around the parking lot and talked with other students. Although it was cold and windy outside, RM did not complain like many other students, which may have been a result of him having his jacket with him. When it was time to return to school, he followed the teacher back into the classroom and did not run like many other students. __<span style="font-family: Georgia,serif;">November 14, 2013: Hallway __ <span style="font-family: Georgia,serif;">I observed RM as he left my mentor’s classroom and traveled to his next class. He was one of the last students out of the classroom. While he was in the hallway, he kept his head down and walked directly to his next class. Unlike the majority of students, he did not congregate in the hallways and talk to a group of friends. Similarly, he did not talk to other students while moving through the hallways. __<span style="font-family: Georgia,serif;">November 21, 2013: Library __ <span style="font-family: Georgia,serif;">RM went to the library during his lunch period. He walked throughout the bookshelves and picked up three books. Then, he went to the circulation desk to borrow the books. While he was at the desk, he talked with a female student. Throughout the conversation, RM smiled and seemed animated, suggesting that he enjoyed talking with his peer.

<span style="font-family: Georgia,serif;">At times, RM seems to interact well with his peers. For example, in the library, he had an animated conversation with a female student. Again, throughout the fire drill, he was talking and interacting with his classmates. However, at other times, RM seems isolated from the rest of the student body. For example, in the hallway, RM does not stop to talk to friends. These observations suggest that he enjoys interacting with his peers but does not always choose to do so. Because RM is new to the school, he could still be trying to make friends. Socially, I believe RM wants to be accepted by his peers but needs time and confidence to create these relationships.
 * <span style="font-family: Georgia,serif;">Relevant Observations about Student’s Social or Academic Behavior: **

<span style="font-family: Georgia,serif;">While in the hallway and during the fire drill, RM demonstrated that he functions typically in the physical domain. Cognitively, RM’s presence in the library suggests he enjoys reading and feels confident in this aspect of literacy. If content teachers present information in writing, he may do better academically. Emotionally, RM seemed happy throughout the majority of these observations. However, he did keep his head down in the hallway, which could suggest discouragement.
 * <span style="font-family: Georgia,serif;">Relevant Observations about the Student’s Physical, Emotional, or Cognitive Needs: **

<span style="font-family: Georgia,serif;">RM was unaware of my presence and observations.
 * <span style="font-family: Georgia,serif;">How Student Reacted to your Presence: **

<span style="font-family: Georgia,serif;">First, I determined that RM learns well through reading. Therefore, it will be helpful to have him read information and then discuss it with classmates or with a teacher. By doing this, I can better serve RM’s academic needs. Additionally, RM demonstrated some social needs, especially in creating peer relationships. If he was allowed more opportunities for collaborative learning, he may have the time and opportunity to form relationships with his peers.
 * <span style="font-family: Georgia,serif;">Insight into how to Better Meet Student’s Needs in your Classroom: **

__**<span style="font-family: Georgia,serif;">School-Based Personnel Notes **__ <span style="font-family: Georgia,serif;">**Date:** November 19, 2013

<span style="font-family: Georgia,serif;">Ms. Z_ is RM’s Itinerate Resource Teacher for a voluntary wrap-around services program. She focused on RM’s attendance, achievement, and behavior.
 * <span style="font-family: Georgia,serif;">In what capacity do you work with this student? **

<span style="font-family: Georgia,serif;">She met RM in September 2013, so they have been working together for three months.
 * <span style="font-family: Georgia,serif;">How long have you been working with this student? **

<span style="font-family: Georgia,serif;">First, Ms. Z_ commented on the RM’s personality. She said that he was very respectful and eager to please his teachers. Additionally, she expressed her interest in talking with RM because he was open and willing to share personal information. She also gave me information about the RM’s living arrangements. Currently, he is living in a group home and does not have Internet access at his residence. While at this group home, he participates in therapy, community activities, and study hall. Overall, she believes that the student is comfortable at Owings Mill High School and wants to belong. For instance, RM asked her if he could attend homecoming, and she was able to find a way for him to go to the dance, which he greatly enjoyed. Ms. Z_ serves the student by helping him academically and by being a support system for him.
 * <span style="font-family: Georgia,serif;">What are your specific experiences with this student? Please give specific answers. **

<span style="font-family: Georgia,serif;">Socially, RM wants to be accepted by his peers. He is not concerned with current trends or fashion, and Ms. Z_ believes this is due to his economic background. However, he is very interested in making friends at school and being liked by his peers. Cognitively, RM has a 504 plan for ADHD. He has trouble translating oral language to the written word and finds writing assignments difficult and overwhelming. Furthermore, Ms. Z_ noted that many of his teachers commented that RM did not complete his homework assignments. She thinks that he is spending his study hall time at the group home reading his independent novels. Ms. Z_ did not offer any information about his physical or emotional needs.
 * <span style="font-family: Georgia,serif;">What are your thoughts on the physical, social, emotional, or cognitive needs of this student? **

<span style="font-family: Georgia,serif;">Ms. Z_ first suggested that I help RM become more organized. Oftentimes, he loses assignments at home and at school; therefore, she thought it would be helpful to teach him how to manage his binder. Furthermore, she stressed the importance of establishing a relationship with RM. When he feels comfortable with a teacher, he will come for help, take feedback, and step outside his comfort zone. Finally, she suggested that I chunk assignments, especially those that involve writing, so he is less overwhelmed.
 * <span style="font-family: Georgia,serif;">What might I do better to serve this student in my classroom? **

<span style="font-family: Georgia,serif;">When I asked her why RM brings playing cards to class, she responded that it is a mechanism that he was taught to reduce anxiety. Because this is a coping mechanism, she asked that it be permitted in the classroom unless he was distracting other students. When I asked her why he did not complete classwork, she responded that he did not like to take risks. Therefore, if he did not understand an assignment or feel confident in his ability to do well, he would not complete the work. She suggested that I allow him time to process the content orally before asking him to write responses.
 * <span style="font-family: Georgia,serif;">Do you have any insight into the social and academic behavior of this student? **

__**<span style="font-family: Georgia,serif;">Student Cumulative Folder Notes **__ <span style="font-family: Georgia,serif;">RM has a slightly above average number of absences and tardiness, averaging 2-3 of each per quarter. In regards to the absences, those coded as excused are most often for illness, court summons, or other unlawful. However, this student also has several unlawful/unexcused absences. Additionally, RM’s tardiness is predominantly unexcused. In terms of academics, RM has average to below average grades, having a high school GPA of 2.17. Based on his secondary school records, RM has repetitively received an ‘E’ in English and Government, a ‘D’ in mathematics, a ‘C’ in history and science courses, a ‘B’ in guitar and health, and an ‘A’ in Chinese I. Based on this data, RM seems to excel in elective courses while struggling in core requirements. Furthermore, RM passed his HSA for Biology and Algebra but did not pass his English HSA, suggesting he struggles with English. While RM’s cumulative folder provided information on his attendance and grades, it did not have information on his behavior. The only notable behavior information is that RM attended an Alternate Program from 11/11/11 to 3/13/12 before being transferred back to a public school setting. However, the cumulative folder did not disclose the reason for this transfer.
 * <span style="font-family: Georgia,serif;">What, if any, trends do you see in the student’s attendance, grades, and behavior throughout their schooling? **

<span style="font-family: Georgia,serif;">While RM’s grades and HSA data suggest that he struggles with English, he scored either advanced or proficient on his middle school reading MSA tests. This discrepancy could be contributed to the inclusion of writing in RM’s English grades and HSA score because the MSA focused on his ability to comprehend text. In addition to this discrepancy between achievement and standardized data, RM’s grades differ drastically between quarters. In the above summary, I used the student’s final (average) grade for a course; however, between quarters, RM may improve by several letter grades. For example, in the 2011-2012 school year, RM received an ‘E’ in Algebra I during the first quarter but a ‘C’ in the second quarter. Again, he received an ‘E’ in Physical Education during the first quarter and a ‘B’ in the second quarter. Furthermore, RM earned higher grades in middle school compared to high school. In 2010-2011, RM’s eighth grade final grades included two ‘D’s, two ‘C’s, two ‘B’s, and one ‘A’. In comparison, from 2011-2012, RM’s freshman grades included one ‘E’, three ‘D’s, and two ‘C’s.
 * <span style="font-family: Georgia,serif;">Cite inconsistencies, if any, that appear in the student’s attendance, grades, and behavior. **

<span style="font-family: Georgia,serif;">RM attended one elementary school, two middle schools, and five high schools; therefore, his lower academic achievement may be a result of his constant change in learning environment. Because RM is not only moving within Baltimore County but also to other Maryland School Districts, he may have encountered a different curriculum, especially before the adaptation of the Common Core Curriculum. Therefore, RM may have been placed at a disadvantage because he did not have the same background knowledge as other students. Furthermore, because RM’s parents do not have primary custody of him, he may not have the necessary academic support needed in order to reach his maximum potential in school.
 * <span style="font-family: Georgia,serif;">Discuss any events that may have impacted the way the student approaches his/her work and/or behavior. **

<span style="font-family: Georgia,serif;">The information I found in RM’s cumulative folder corresponded to my observational notes and the information I gained from school-based personnel. First, RM’s grades in English confirm that he struggles with the subject. Furthermore, because he scored high on his reading MSA, I can assume that RM predominantly struggles with the writing component of English, a fact that both RM and Ms. Z_ confirmed. Therefore, in class, I can provide additional support to RM on writing assignments. Instead of asking him to compose an essay and submit it by a deadline, I can build in scaffolding by asking him to submit a brainstorming map, an outline, a rough draft, and then a final draft. By doing so, I can chunk the assignment into more manageable pieces. Furthermore, I will remember that RM may not have the same background knowledge as my other students because he constantly changed schools and school systems. Therefore, I will ask RM questions throughout class activities and assignments to ensure that he is not confused or overwhelmed by the tasks and material.
 * <span style="font-family: Georgia,serif;">What new insights into this student have resulted from a review of his/her cumulative folder that will inform your instruction? **

__**<span style="font-family: Georgia,serif;">Summary of Article One **__

<span style="font-family: Georgia,serif;">Martin, A. J. (2013). Improving the achievement, motivation, and engagement of students with ADHD: The role of personal best goals and other growth-based approaches. Australian Journal of Guidance & Counselling, 23(1), 143-155. doi:10.1017/jgc.2013.4

<span style="font-family: Georgia,serif;">In his article, “Improving the Achievement, Motivation, and Engagement of Students with ADHD: The Role of Personal Best Goals and Other Growth-Based Approaches,” Martin (2013) discusses how to utilize Personal Best (PB) goals to booster the academic success of students with Attention Deficit Hyperactivity Disorder (ADHD). To begin, he uses the DSM IV to define ADHD as “a persistent pattern of inattention and/or hyperactivity – impulsivity that is more frequent and severe than typically observed in individuals at a comparable level of development” (as cited in Martin, 2013, p. 144). Expanding on this clinical diagnosis, Martin (2013) notes that individuals with ADHD often have impairments in executive functioning and self-regulation. Therefore, students with ADHD typically have difficulty with verbal working memory, self-regulation, non-working memory, and reconstruction. Martin (2013) proposes that PB goals can assist students with ADHD in overcoming these barriers and improving their academic success.

<span style="font-family: Georgia,serif;">PB goals encourage students to focus on their achievement progress over a span of time rather than in relation to their peers. More specifically, PB goals are “specific, challenging, competitively self-referenced targets towards which students strive” (Martin, 2013, p.143). Measuring individual students’ growth, PB goals make success personally, rather than relatively, defined. Furthermore, there are two types of PB goals: process PB goals and outcome PB goals. Process PB goals refer to specific activities and actions that increase student performance (Martin, 2013). For example, students may be encouraged to brainstorm and create an outline before drafting an essay because these goals will prepare students for greater success. On the other hand, outcome goals refer to students’ results (Martin, 2013). For instance, an outcome goal might be to improve by 5% on each test for the quarter. By using these two types of goals, students with ADHD can increase their success in the classroom.

<span style="font-family: Georgia,serif;">Martin (2013) refers to one of his previous research studies in order to prove that PB goals can assist students with ADHD in the classroom. From a study of 3,400 high school students, Martin determined that PB goals had a positive effect on students with ADHD’s achievement, homework completion, planning, and persistence. Furthermore, PB goals decreased students’ disengagement during instruction, built students’ confidence, and gave students a sense of autonomy (as cited in Martin, 2013). For these reason, Martin (2013) advises that teachers incorporate PB goals in the classroom for students with ADHD.

<span style="font-family: Georgia,serif;">Martin (2013) provides a step-by-step guide to implementing PB goals in the classroom. First, the teacher and student must set an appropriate and specific goal and determine the timeframe needed to reach the goal. Then, along with the teacher, the student should write the steps needed to complete the goal. Throughout the timeframe, the student should record and reflect on his/her progress and request help if needed. Once the student has achieved the PB goal, the teacher and student can repeat the process (Martin, 2013).

__**<span style="font-family: Georgia,serif;">Summary of Article Two **__ <span style="font-family: Georgia,serif;">Gut, J., Heckmann, C., Meyer, C., Schmid, M., & Grob, A. (2012). Language skills, mathematical thinking, and achievement motivation in children with ADHD, disruptive behavior disorders, and normal controls. Learning & Individual Differences, 22(4), 375-379. doi:10.1016/j.lindif.2011.12.002

<span style="font-family: Georgia,serif;">“Language Skills, Mathematical Thinking, and Achievement Motivation in Children with ADHD, Disruptive Behavior Disorders, and Normal Controls” sought to determine if a relationship existed between language and mathematical skills and students with ADHD’s achievement motivation. Gut, Heckmann, Meyer, Shmid, and Grob (2012) began by examining why students are motivated to succeed academically. They determined that achievement motivation derives from two sources: a desire of success and an avoidance of failure. In order to be motivated in the classroom, students need to feel confident in their abilities and be eager to acquire new skills and knowledge. Additionally, students cannot be afraid of failure because fear causes students to avoid learning opportunities. Using this premise, the authors hypothesized that students with ADHD experienced less success in language and mathematics due to their low achievement motivation (Gut et al., 2012).

<span style="font-family: Georgia,serif;">For their research, Gut et al. (2012) studied 69 children who were categorized into groups of Non-Clinical, Clinical Control (DBD), and ADHD. To enhance the validity of their research, the authors matched all three groups on age. Each of these groups were administered the Intelligence and Development Scale and Achievement Motivation Inquiry. The Intelligence and Development Scale was used to determined students’ general knowledge skills; however, Gut et al. (2012) were most focused on students’ language skills and mathematical thinking. The Achievement Motivation Inquiry measured students’ desire for success and avoidance of failure in order to determine students’ overall academic motivation level.

<span style="font-family: Georgia,serif;">Overall, students with ADHD demonstrated both lower academic skills and lower motivation levels, suggesting a connection between achievement and motivation. Solidifying this correlation, Gut et al. (2012) found that students with ADHD who were highly motivated performed equally when compared to their typically developing peers. Therefore, the researchers concluded that motivation plays an integral role in students’ classroom achievement. Furthermore, they noted the need to increase the motivation of students with ADHD as a means of improving their academic success. They suggested that teachers should foster this motivation by building the students’ confidence and creating a classroom environment that allows for risks (Gut et al., 2012).

__**<span style="font-family: Georgia,serif;">Reflection on Teaching Practices **__

<span style="font-family: Georgia,serif;">RM is a male Caucasian student at Owings Mill High School. He is in eleventh grade and has a 504 plan for Attention Deficit Hyperactivity Disorder (ADHD). RM is a student in my standard level American Literature class. Throughout my observations of RM, I noticed that he appeared to be a disengaged and unmotivated student. During instruction, RM often reads personal books or plays with a deck of cards, and he often fails to complete classwork and homework assignments because he is distracted by the above off-task activities. Furthermore, RM rarely participates in small group or whole class discussions, preferring to read, play with cards, or sit silently. Typically, RM does not distract other students by talking to them or engaging them in his off-task activities. However, at times, RM does try to play card games with his peers during independent work. Unfortunately, do to these factors, RM is performing below average in American Literature and currently has a ‘D’ in the course.

<span style="font-family: Georgia,serif;">Both in and out of class, RM is an extremely respectful student and interesting to converse with. In his interactions with me, my mentor, and other teachers, I have never heard RM disrespect, contradict, or disobey a teacher. Rather, he responds politely and follows instructions the first time they are given. Furthermore, RM willingly talks about his personal life and appears eager to share stories with his teachers and peers. Several times, RM has spoken with me before and after class about the novels he is reading, the places he wants to visit, and what he wants to do after high school. However, based on my observations outside of the classroom, RM does not have a reliable social group at school. In the hallways, he walks by himself and does not great other students.

<span style="font-family: Georgia,serif;">After I observed RM’s behavior in my mentor’s classroom, another teacher’s classroom, and non-instructional settings, I met with Ms. Z_, his Itinerate Resource Teacher, who was able to provide insight into RM’s behavior in the classroom. Previous to this meeting, I believed that RM read or played cards in class because he enjoyed these activities. Ms. Z_ confirmed that RM read novels in class for pleasure; however, she explained that he used the playing cards as a coping mechanism to relieve stress and anxiety. Knowing this information, I will be able to better understand the motivation behind RM’s different off-task activities. For example, if he is reading a novel during class, I can work to gain his attention, focus him on the task, and find ways to capture his interest in the lesson. However, if I see RM playing with cards, I should determine if my instructional sequence or assignment is causing RM anxiety and then work to eliminate any stressors. In our discussion, Ms. Z_ offered possible stressors for RM. In particular, she stated that because of his ADHD, RM has difficulty transferring his thoughts into writing; therefore, when he encounters a large writing assignment, he often shuts down because the assignment produces too much stress. Therefore, I know I need to support RM during writing activities by scaffolding, modeling, and increasing my feedback and encouragement.

<span style="font-family: Georgia,serif;">In addition to providing insight about RM’s off-task behaviors, Ms.Z_ informed me about this student’s social needs. As I noted earlier, RM eagerly talked with me before and after class; however, he seemed alone while in the hallway. Ms. Z_ informed me that RM recently moved to Owings Mill High School and was still getting acclimated. She stated that RM was eager to make friends and be accepted by his peers but had yet to find a stable group of friends at this school. Therefore, she thought it would be helpful to provide opportunities for RM to work with other students and make friends in the classroom setting.

<span style="font-family: Georgia,serif;">Because RM’s disengaged behavior and low academic achievement could be manifestations of his ADHD, I focused my research on improving the motivation and achievement of students with ADHD. One article that I read explored the connection between motivation and academic success. From their study, the authors determined that students who sought success and avoided failure (motivation) were more likely to achieve higher scores on ability tests (Gut et al., 2012). Because RM is disengaged during instruction, he does not complete many classwork assignments. I was aware that these incomplete or missing assignments were negatively affecting his grade; however, previous to reading this article, I was unaware that motivation played a significant role in students’ achievement on tests.

<span style="font-family: Georgia,serif;">The other article that I read addressed strategies to improve the low achievement of students from this subgroup. Martin (2013) proposed that teachers and students with ADHD work together to set Personal Best (PB) goals as a method for improving the students’ academic achievement. By holding students accountable to specific and attainable process and outcome goals, teachers can motivate students to improve academically, give them confidence in the classroom, and teach them valuable academic skills (Martin, 2013). Because RM does not seem motivated to complete assignments, especially those that involve writing, PB goals could help him focus his attention on gaining specific skills, encourage him to continue improving, and booster his confidence in the classroom.

<span style="font-family: Georgia,serif;">Based on all the information I gleaned from my observations, interviews, and research, I plan on implementing some new classroom practices in order to improve the motivation and achievement of RM. First, I would like to have RM set PB goals for writing assignments. More specifically, for each assignment, I would have RM focus on specific skills such as thesis development, topic sentences, organization, transitions, citations, or evidence. In this manner, RM does not feel as overwhelmed about the writing process and gains confidence in his abilities. Additionally, because I learned the importance of having RM attentive in class, I would like to decrease the amount of time RM spends on off-task activities, especially reading personal books. By involving RM in class discussions, giving him attention reminders, and using active learning in the classroom, I hope to motivate RM to participate in the learning community. Finally, I plan on continually developing my relationship with RM, so he feels comfortable asking for assistance and sharing information in my classroom.

<span style="font-family: Georgia,serif;">As a whole, this child study taught me to always consider what may be causing a students’ behavior or achievement in the classroom. Before I started this project, I assumed that RM was simply uninterested in learning; however, from my observations and research, I learned that many of his behavior and academic difficulties result from his ADHD and living circumstances. Therefore, in my future classroom, I will always explore the causes of students’ actions, so I can inform my instruction based on students’ cognitive, social, and emotional needs.