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Student Observations Report

Your name: Bree Hohnbaum Date report submitted: 10/24/2012

I. Overall interactions between the student and the teacher. Specifically, comment

on the following:

A. In general, how does the student respond to general instruction

provided to all students in the class?

Joe is a brilliant student in the best way he can be. His biggest trouble is

staying on task. An aide is constantly with him except for in the morning

for about a half an hour, in which I provide my time trying to keep him ontask. He has an attention span of about one or two minutes and quickly

forgets what he is doing. However, he knows this and is trying to work on

it when he leaves for the resource room and also during class time.

Joe gets scolded at, by the teacher, during just about every lesson, but the

rest of the class knows this and tunes it out now and sometimes the othersaround him remind him. He does not seem to mind and even takes into

consideration that he is off task. I have seen him do great some days and

terrible some other days; it seems to be inconsistent and it depends on

what mood he is in when he comes into school in the morning. Joe isworking hard to catch up with his fellow classmates, but still lags and

seems to not finish work unless I or his aide stand right by him and keep

him on task until the end.

B. Does the teacher provide noticeable accommodations or adaptations incurriculum, instruction, and/or materials for this student? If so,describe them, and comment on how well (or poorly) the student

responds to these accommodations or adaptations.

Mrs. Tesch (my mentor teacher) provides the opportunity for Joe to use

fewer problems when it comes to tests, worksheets and even homework

that are sent out. There is an aide that helps him every day and he seems

to be used to her and the other students are used to aides coming into theclassroom quite frequently. Joe seems to get more work done when it is

cut in half and seems to be happier about it, for I have seen him try and do

an entire spelling test, but he gets easily frustrated and often calls out inthe middle of the test. This made the other students give him strange looks

and he soon realized what he was doing. After this episode, Mrs. Tesch

added to his IEP that he could cut everything in half and this seems towork the best for him and the other students do not even notice.

C. How actively involved does the student seem in the overall classroom

instruction?

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Joe leaves the classroom for only about an hour or two at the end of each

day, so I would say he is in the classroom close to 75% of the time. Heconstantly needs to be reminded to get on-task and shows many signs of a

student with ADHD as well as EBD.

D. How much time does the student spend in inclusive settings? How

much time does the student spend in pull-out settings?

Joe spends approximately 10-25% of his time in pull-out settings. I have

never been there in the afternoon when he goes to the resource room, but

I know he goes there for about an hour a day to work on math, reading,

and other assignments he needs help with. His regular aide goes withhim.

II. Overall interactions between the student and peers. Specifically, comment

on such issues as the following:

A. Do other students seem to seek out this student, accept the student, orignore or actively reject the student? Why do you believe this occurs?

Most of the students in Mrs. Teschs class are nice and accepting of all.

There are a total of three students with special needs and many of thechildren help one another. However, when Joe is having an episode

and starts yelling, the other children do not know what to do and shy

away. I wouldnt say that the children directly reject Joe, but that they donot know how to handle him and avoid him, unless he is having one of his

good days in which most students enjoy playing with him, especially at

recess. I believe this happens simply because the students are afraid hewill hit or yell at them. Students avoid other students who are different; I

remember the same instances from when I was in school, too.

B. Describe the typical types of exchanges that you observe during these

interactions.

When Joe is having an episode there is one girl in particular who justtries to help him and give him whatever he wants. This, in turn, makes

Joe even madder and I do not think Joe knows that she is trying to help.

When Joe is in one of his moods he thinks everyone is out to get himand has extreme anger over practically everything.

When Joe is having a good day (the good days are seaming more andmore as I conclude my observations), the children seems to participate

with him and treat him just as any other student in the class. The class

works together as a whole. Mrs. Tesch did a great job helping the

students to accept one another.

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