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Running head: STUDENT CASE STUDY 1

Student Case Study

J. Renée Edwards

EDRD 613 – How Students Learn

George Mason University

STUDENT CASE STUDY J. R. Edwards, 2

Part A: Descriptive Discussion

Introduction

From 1992-1998, I taught third grade. I taught in a rural elementary school in the

southern part of the country. I was a Whole Language teacher, and many of my lessons revolved

about books and writing. I strove to create lessons that excited children, and their pleasure (or

lack thereof) influenced how I taught. School was a learning experience for me, and looking

back, I realize that I had major gaps in my practice. I did my best, but unfortunately, there were

students who left my class unprepared for fourth grade. Often, I wonder if I did enough and most

of the time, I believe I did not.

Children are our business, and it is imperative that we take their learning seriously.

Teaching is more than worksheets, textbooks, and grades. Teaching has to include student needs,

interests, and world experiences. It needs to look at students as individuals to find out what

works for them. This deep investigation demonstrates we understand that real learning only

occurs when children are engaged and motivated.

This case study will look at a student and offer ways to improve the quality of teaching to

ensure he has the best environment to grow into a capable learner. I will also discuss my feelings

about this process and the way it enhances the quality of instruction we offer students.

Physical Description

Currently, I am not teaching. Mrs. E. invited me into her second grade classroom to

observe Bruce (pseudonym), a student she identified as having slight learning difficulties

(Appendix A).

Bruce is a seven-year-old Caucasian male, born and raised in the United States. He has

short blond hair, blue eyes, and is of average height. He slumps when sitting and walking and


this makes him appear bigger than what he really is. However, Bruce is an average weight for a

child his age, and he dresses in loose clothing that allows active movement.

Bruce struggles with reading and writing. He has a DRA of 6, and when he was tested,

results showed that he did not have a learning disability (Appendix A). However, the school

recognizes that Bruce needs additional assistance, and he visits the ESOL teacher for reading

every day. Bruce has an IEP for speech, and recently, has been identified as having attention

deficit hyperactivity disorder (ADHD). He started medication the week of October 1 and because

of the low dosage, it will take a month before any changes in behavior is evident. Mrs. E. hopes

this will help Bruce focus more in class because he does not pay attention to most class

discussions, and he seems lost and slightly confused (Appendix A).

Bruce also has problems with organization. The inside of his desk is cluttered, and he

often has to look for materials to complete assignments. On one occasion, he had to complete an

assignment with a crayon even though a student lent him a pencil a short time before the writing

exercise (Appendix B). Mrs. E. has created a chart for Bruce to help him work on his

organizational skills.

Bruce is very quiet and getting him to talk can be difficult. During a lunch bunch at

school, he did speak about some of his interests (Appendix C). He loves video games and

mentioned playing Slender Man and a Batman and Robin game on his Xbox. When asked to

describe some of the things he can do well, he felt that he could not do anything well. After

being prompted, he was able to say he is good at playing games on his Xbox.

Bruce has thought about his future. His favorite subject is science and when he grows up,

he wants to be a scientist and mix different solutions.


Background

Bruce lives with both his parents and is the youngest of three boys. English is the

language spoken in his home, and his parents have identified themselves as working middle class

(Appendix D). At school, he qualifies for the reduced meal plan. His parents admit that he is

spoiled, and they work closely with Mrs. E. to ensure he has a positive learning experience at

school (Appendix A).

Bruce’s mother describes him as being very active at home (Appendix D). He is always

“running, jumping and climbing on everything in sight,” and his mother noted this is vastly

different from how Bruce behaves at school (Appendix D). At school, Bruce is calmer and

sometimes he will even fall asleep. According to his mother, he does not appear to like school

and has difficulty completing assignments on time. Bruce has always struggled with reading and

writing, and he has shared with his family that he does not like school. He “tolerates” math and

likes going to the computer lab.

Other Significant Information

Bruce was very close to his grandmother who passed away three years ago (Appendix D).

This still affects him, and he often mentions that he misses her. He is concerned about the rest of

his extended family and will ask about his aunt and other family members.

Bruce suffered from walking pneumonia two years ago that resulted in multiple

emergency room visits, doctors, and medications (Appendix D). Now Bruce is concerned about

his health and does not want to become that ill again.

Setting

Bruce attends a kindergarten through fifth grade elementary school that is in the

southern-east part of the United States. It is located in a suburban town that borders a major


metropolitan area. The school is fully accredited, but did not make adequate yearly progress

(AYP) in school years 2010-2011 and 2011-2012. Classes range between 22 and 27 students and

forty-one percent of the student population is African Americans. Twenty-five percent of the

children are Hispanic and fourteen percent are Caucasian. Attendance is at ninety-six percent

with only twenty-four percent missing more than ten days.

The school’s mission is to “motivate students, incorporate their individuality, celebrate

their diversity, and support the community” (Appendix A). They encourage children to be

responsible for themselves and “response-able” to support success in the classroom. This

philosophy is evident in Mrs. E.’s classroom (Appendix B). Her room is vibrant with writing and

pictures decorating the walls, reminding students of tips and strategies to help them learn. Mrs.

E. introduces new concepts to the entire class and encourages participation in the learning

through class discussions, journal-writing, group activities, and creative projects. Her twenty-six

students sit in three groups, and many times she invites them to share thoughts and ideas with

their neighbors.

Learning Factors

Bruce seems lethargic in school and this is different from what his families sees at home.

However, I did note on one visit to the classroom, Bruce becoming very energetic when invited

to participate in a movement activity (Appendix B). I believe this may address the individual

learning factor. Bruce also struggles in reading and writing, but seems to like science and

computer-based activities. I wonder how he listens and participates when learning incorporates

these interests. This addresses the affective learning factor. Lastly, I am choosing the personal

and social learning factor because Bruce does not isolate himself. When given the opportunity,

he does interact and learn from other children in his class (Appendix B; Appendix E).


Information Sought Data Source Learning Factors Addressed

What are Bruce’s reading, writing grades, and P.E.

grades? Report card Individual

Why has he always been lethargic in school? Classroom teacher interview,

Parent e-mail Affective, Individual

When does Bruce seem to have the most fun at school?

Teacher interview, Observations Individual, Affective

How does he behave in P.E. and at recess? P.E. teacher and classroom

teacher interviewsAffective, Personal and

Social, Individual

When does Bruce appear to be interested in learning?

Observations, Classroom teacher interview, Student

interview

Affective, Individual, Personal and Social

How does he behave in whole group and small group

instruction?

Observations, Teacher Interview

Affective, Personal and Social, Individual

Is Bruce more attentive in the smaller reading and speech

classes?

Observations, ESOL teacher interview Affective, Personal and Social

When assignments involve writing or reading, how

engaged is he in the learning?

Work samples, Observations, Teacher Interview, Parent e-

mail

Affective, Personal and Social, Individual

How does Bruce respond when any type of technology in used in the classroom or when he is in computer lab?

Teacher interview, Observations Affective, Individual

What is his attitude toward writing? Observations, Teacher

interviewAffective

What are Bruce’s multiple intelligences (MI)? MI inventories Individual, Affective

Summary

Classroom teachers face many challenges when trying to meet the needs of all students.

However, efforts to accommodate learners can produce wonderful results. When teachers take

the time to get to know their students, they are in a position to create meaningful learning


experiences based on the needs, interests, and backgrounds of students. Finding what works with

all children and looking for ways to weave it into daily instruction will help children see

themselves as learners.

This case study will suggest ways to improve the instruction offered to Bruce, and I will

reflect on the process and in what way it can enhance our classroom practice.

Part B: Analytical Discussion

Introduction

Every child is capable of learning. However, it is up to the teacher to find the right

conditions needed to enhance the learning opportunities offered to children. It involves

understanding how children learn and knowing what the available research says about students

and the environment required for optimal learning.

Under the right conditions, Bruce can learn. At times in class, he has demonstrated an

interest and desire to listen and learn. It is important to note these occurrences and determine

ways to expand them, so learning is happening in every subject. Not only will this help Bruce

become a better student, it may influence his negative feelings about school.

This section will (a) hypothesize about how Bruce learns; (b) share data to support the

learning factors identified in the previous section and their direct connections to theorists; and (c)

offer recommendations regarding future instruction.

Learning Factor: Personal and Social

Hypothesis. When learning includes whole class discussions or working independently,

Bruce has a difficult time focusing (Appendix A). Bruce is easily distracted and will become

preoccupied with unimportant matters, such as moving papers around inside his desk or playing


with an object from his pencil box. According to Alexander (2006), humans “are fundamentally

social beings” in their actions and thoughts (p. 241). This means children learn best when

permitted to interact with others. Learning cannot happen when children are isolated (Alexander,

2006) or in Bruce’s case, when in large group settings. I hypothesize that if assignments

encourage social interactions while working with others in small groups, Bruce will become an

engaged learner.

Ways of Learning. Bruce does not respond well in whole class situations. He does not

talk out of turn or bother other students; instead, he gets quiet and rarely engages with the teacher

or the other students around him. He does not like sitting on the carpet with the entire class,

preferring to stay in his seat. This can be problematic because Mrs. E. involves her student in

many whole class discussions and activities. During one classroom observation, I watched Mrs.

E. use The Little House by Virginia Lee Burton to review community words: rural, suburbs, and

urban (Appendix B). I entered the classroom as the children were transitioning from math to

social studies, and Mrs. E. was asking everyone to sit on the carpet. Bruce became belligerent,

and he slapped his desk. No one noticed, but it was apparent that he did not want to sit on the

carpet and initially, Bruce stayed in his chair and did participate in the discussion. Mrs. E. asked

him several times to join the group on the carpet. After the third request, Bruce reluctantly slid

from his chair. He sat quietly and did not participate.

During another observation (Appendix B), the class was invited to sit on the carpet to

discuss a story they were getting ready to read. Bruce stayed in his seat. Mrs. E. asked him to

join everyone and he moved from his seat to the carpet. A few minutes later, he sat back in his

seat and began playing with an object inside his desk. After Mrs. E. asked the children to share

their thoughts with a neighbor, she got up and spoke quietly to Bruce. He crossed his arms and


was upset, and he sat on the carpet. While he appeared to listen to the story, he did not speak to

the other students or answer any questions.

Vygotsky believed that social interactions, or community, played a critical role in

learning and “making meaning,” and his theories formed the foundation of the Social

Development Theory (McLeod, 2007, para. 1). While Vygotsky acknowledged that cognitive

development was important, he believed it followed, rather than preceded, the learning that

occurred through social interactions (McLeod, 2007). In Vygotsky’s zone of proximal

development, a More Knowledgeable Other (MKO) – whether teacher, parent, or another child –

helps children learn skills they are unable to learn independently (McLeod, 2007). These types of

interactions encourage learning and cognitive development, and Bruce seems to respond well

when able to work with a MKO or in smaller groups.

I noticed this type of social interaction during one observation (Appendix B), Bruce was

completing a word sort activity where he had to group words with the beginning sounds /th/, /sh/,

and /ch/. I noticed he had a hard time getting starting and kept looking through his desk and

moving papers around. Mrs. E. was working with a reading group and did not notice that Bruce

was not on task. I went over and attempted to help him, and Bruce became a different person. He

was shy and hesitant around me, but he was able to focus on the assignment. In fact, he seemed

to enjoy the attention and had no problems completing the work in a short amount of time.

Once he had completed the assignment, he pulled out a Pokémon book to read and

walked over to another student, who was still working on his sort of long and short /i/ words.

Bruce and the student worked together on this sort, and often the student would explain why he

placed a word in a column. Bruce was animated and listened closely to his friend as he attempted


to help him. Afterwards, Bruce and the student sat on the floor, looking at the pictures in the

Pokémon book. Occasionally, his friend would point to a word and tell Bruce what it said.

Another time, I observed Bruce in his small reading group (Appendix E). Five second

graders were reading the book Country Animals from Reading A to Z, discussing the vocabulary

in the story, and answering simple questions. Bruce focused the entire time I saw him. When it

was his turn to read, he read slowly and self-corrected. He also listened to the teacher and to the

other students and even raised his hand to answer one question.

Another time, Bruce had speech with two other second graders, and he left his classroom

for about 20 minutes (Appendix E). During this time, he worked on making the /s/ sound and had

to read passages like “Seth and Sylvia will serve seafood and sourdough bread on San Pedro

Island.” When the teacher brought out a game board, I saw Bruce smile, and it was apparent that

he liked the game they were about to play. Each student selected a game piece and after they

each read a passage that emphasized the sounds they working on, they rolled dice and moved

their pieces around a game board.

The speech teacher kept everyone’s attention and for most of the session, Bruce was

verbal and engaged. At one point, the speech teacher had to remind him to be quiet.

Recommendations. Magnesio and Davis (2010) believed that cooperative learning in a

classroom adds value to a student’s learning experience. It improves the classroom environment

because it removes the need to compete for the teacher’s attention and “helps balance the

environment by encouraging students to work together to achieve learning goals” (Magnesio &

Davis, 2010, p. 217). The intimate interaction that occurs in small groups allows children to have

a voice because they each have an opportunity to be heard and acknowledged. Furthermore, the


social interaction theories of Piaget, Vygotsky, and Maslow support that humans learn best when

interacting with others (Magnesio & Davis, 2010).

Bruce’s mother believes one reason for his subdued attitude at school is that teachers “are

quick to correct his behavior” and since “it makes him feel bad when he is scolded…he has

learned to be quiet at school” (Appendix F). Since Bruce does not like being admonished by

teachers, cooperative learning takes the focus away from the teacher and places it on other

students. This smaller setting seems to be more comfortable for Bruce, and it allows him to

exhibit more of the personality seen at home.

Mrs. E. can offer more opportunities for cooperative learning in her classroom. During

guided reading, Mrs. E. works with one group while the other children complete their word study

assignments. Once they finish, students are allowed visit the listening, reading, or writing

centers. While many of the children seem to stay on task, often Mrs. E. has to remind them to

whisper, or she has to redirect them to activities that are more productive. Many of the children

wander from area to area or talk with a friend. Guided reading time may present an opportunity

for students to work together on certain assignments. Perhaps, each student can find a partner

and work together on their word study work and then choose from a set of specific activities

(e.g., a writing task that reinforces skills they are learning, shared reading from multiple copies

of books, finishing a project from another subject, going to the library to check out books,

playing with materials from a science experiment or lesson). These tasks will give this time more

meaning and encourage working with others and learning.

Science and social studies also present times where cooperative learning works well. In

social studies, second grade students learn about maps and have to construct a map using a title,

map legend, and compass rose. Mrs. E. could place children in small groups and have them


construct a map of the some area in the school (e.g., main office, library, classroom, lunchroom).

Second graders also study about famous Americans and their contributions to society. Small

groups can each read about one famous American and choose how they would like to present to

the other students (e.g., making a poster highlighting important facts, writing a mini-biography,

or writing and acting out some part of a person’s life). In science, some units of study are matter,

fossils, and weather. These units offer many opportunities for students to perform various

science experiments. In small groups, they can complete a science experiment form (Appendix

G) and use it to guide and direct the learning.

Creating more time for cooperative learning will take the attention away from Mrs. E.

and empower her students. As a result, Bruce may become more engaged and involved in class

assignments.

Learning Factor: Affective

Hypothesis. Bruce is lethargic in class, rarely participates in class discussions, and has

problems completing assignments. Bruce does not seem to be interested in school and this affects

his learning and ultimately, his academic success. Jensen (2005) states that paying attention “is

not easy to do consciously” and only happens without difficulty when children are engaged in

the learning (p. 35). Bruce has expressed an interest in science (Appendix C), and his mother has

commented that he likes computer lab (Appendix D). I hypothesize that if assignments

incorporate his love of science and technology, Bruce will pay more attention in class, and he

will harder on class assignments.

Ways of Learning. Mrs. E. encourages a lot of writing in her classroom, and the children

have reading, writing, and math journals. They use these journals to record thoughts, personal

experiences, math problems, and word study activities. Bruce has a difficult time with these


assignments. He procrastinates and often needs encouragement to complete various tasks that

involve writing. Otherwise, he will play with objects at his desk. Because he is so quiet, it is easy

to overlook this behavior and sometimes Mrs. E. does not notice he is not working because her

attention is on the children who are noisy or disruptive. However, she tries to pay attention to

every child, and most often, she will gently remind Bruce to stay focused.

Once the students had to write about what they did over the weekend (Appendix B). Mrs.

E. encouraged adding details to the writing. She provided a few sentences with very little detail –

“I played over the weekend” and “My mom bought me a present.” – and asked the students what

details could they add to these sentences. Bruce wrote: “I wnt to go eat wit mi fmlee. We at in a

resrt. It was good.” I asked him questions about the type of restaurant and what he had eaten, and

while he did not mind telling me, he refused to add more to his journal.

According to his mom, he “has a hard time completing tasks on time” (Appendix D), and

when it comes to activities that involve writing, it is certainly apparent in Mrs. E.’s classroom.

Not only is there a lackluster attempt to complete assignments that involve writing, Bruce seems

uninterested in the assignments. One reason for Bruce’s attitude may be the fact that he realizes

he is not a good reader or writer. This is evident by his grades on his report card (Appendix H),

and his mother has even stated that Bruce is affected by not being able to read and write well. In

fact, she observed:

The only consistent time I see Bruce feeling down about his abilities is when he is doing

homework that requires reading and writing. He struggles and I think seeing how well his

brothers read and write makes him feel bad. I work with Bruce every day. We have a lot

of books and I make him read to me every night. Sometimes I get impatient with him and

I know that doesn’t help him either (Appendix F).


Bandura observed that learning occurs when people watch others’ behaviors, attitudes,

and outcomes (“Social Learning Theory,” 2012). Modeling is a central part of learning and the

right model can influence one’s motivation to learn. According to McLeod (2007), modeling is

most effective when people want to pay attention. A desire to learn means they will retain what

they see and will reproduce the desired behavior. However, none of this will happen if the

learner is not motivated.

Bruce is a child who wants to learn when he is interested in a subject. He goes from

someone who is lethargic to someone who tries to listen and participate. Bruce’s mother noted

that he liked computer lab (Appendix D) and this certainly applies to other types of technology.

When lessons include activities around this interest, Bruce wants to participate. For example, in

math Mrs. E. will invite children to write math problems on the smart board. Math is not Bruce’s

favorite subject, and he seems to dislike writing problems in his journal, but he will always raise

his hand for an opportunity to write on the smart board.

During one math lesson, children wrote math problems in their journals using the number

19 (Appendix B). Bruce had to search for his journal and when he found it, he only wrote one or

two problems that were incorrect. Mrs. E. invited students to write a problem on the smart board.

As Mrs. E. watched and commented on the math problems, Bruce played with a small object.

Despite this, he seemed to be paying attention and raised his hand several times to write a

problem on the board, too. He stretched his hand high in the air and showed an intense interest in

going to the board. When Mrs. E. asked him to write a problem, Bruce wrote 22 – 3. He made

his 2s backwards, and Mrs. E. encouraged him to look at the number chart. Bruce checked the

wall chart, and he wrote the 2s correctly.


In science, the students were learning about magnets (Appendix B). To introduce this

unit, Mrs. E. asked the children what they knew about magnets, and Bruce raised his hand to

share that magnets stick to all kinds of metals. (Bruce rarely participates in these types of

discussions and this demonstrated an interest in the topic and his love of science.) After an

animated conversation, Mrs. E. passed out to small groups a few magnets and various materials –

paper clips, pencils, nails, wooden pegs, etc. – and asked the children to find out what magnets

attracted.

Bruce worked with three other students and enjoyed touching a magnet to each of the

objects and talking about why they did or did not stick to the magnet. Bruce took turns, waited

patiently, watched intently, and liked making the magnets repel. At one point, he began sticking

a magnet to various objects around him. Bruce also listened to the other students and had a

heated discussion about whether or not a magnet would stick to the metal part of a pencil.

When Mrs. E. brought everyone together to discuss their discoveries, Bruce shared that

“magnets can’t stick to plastic or wood – they can only stick to certain kinds of metals.” Mrs. E.

praised his comment and asked the other students about the types of metals that magnets attract.

Mrs. E. noticed Bruce attentiveness during the magnet unit and she observed that he

listened and participated in many class discussions (Appendix A). He willingly sat on the carpet,

sat close to Mrs. E., and raised his hand often to share comments or answer questions. Bruce’s

interest (and ability to learn) was evident on the magnet test. He only missed two of the ten

multiple choice questions.

Good grades also extend to his report card (Appendix H). Last quarter, he made Ss in

science and technology which indicates that he adequately meets objectives.


Not only will Bruce listen when subjects incorporate science and technology, he can sit

on the carpet and listen to stories. I taught two lessons on predicting, and during the second

lesson, I asked the students if they had been right in their initial predictions of My Lucky Day by

Keiko Kasza, the book I used when I first introduced this skill (Appendix B). I heard a few

students say, “No,” and I concluded that every child had been incorrect in their earlier

predictions. Bruce, who had been listening quietly, interrupted me and said, “Sorta.”

I looked at him and repeated, “Sorta?”

He said, “Well, some people said it would be the pig’s lucky day and some said it would

be the fox’s lucky day. Some people were right and some were wrong.”

Bruce was very aware of the earlier story and the other students’ predictions and felt the

need to correct my statement. Bruce’s comment showed his level of interest and engagement in

the discussion, despite the fact that it was in a whole group setting.

Although Bruce’s mom indicated that he “tolerates” math, when it involves food, he is

motivated to listen and participate. Every Friday, the students have Munchy Math where they use

food to learn math concepts (Appendix B). During one lesson, they were learning how to show

the place value of hundreds, tens, and ones. Mrs. E. passed out place value charts and pretzels,

skittles, and smarties that represented hundreds, tens, and ones. She would say a number and the

students would use the food to show how it would look on the place value chart.

As Mrs. E. said different numbers, Bruce listened and demonstrated the correct place

value five out of seven times. Not once did Bruce lose focus or become distracted. Bruce raised

his hand each time Mrs. E. asked students to show the place value on the smart board. When she

called on him to show 270, he did it correctly.


Recommendations. According to his mother, Bruce has evaluated his performance as a

reader and writer and has found it lacking. He realizes that he is not a good reader or writer and

this may contribute to some of his hesitancy and dislike of writing. According to Bandura, this

indicates that Bruce has low-perceived self-efficacy (Clark, 2010). Mrs. E. could improve his

self-efficacy by using what he enjoys – science and technology – to encourage writing, reading,

and learning.

One thing many teachers fail to do is utilize the specialists. Most teachers look at these

scheduled times as a break instead of as a way to use additional resources to teach curriculum.

Mrs. E.’s students have computer lab once a week for 40 minutes, and she does not know what

they do when they are with the computer teacher (Appendix A). There is no meaningful

connection to what they are learning in class. The benefit of computer lab is that every child gets

a computer, and this is a great opportunity for children to work on class projects. Since Bruce

loves technology, he is more likely to want to read and write if he is using a computer.

Mrs. E. alternates between science and social studies units. This makes it impossible to

make science a part of everyday instruction. However, when teaching science, social studies, and

writing, Mrs. E. can include more projects that include hands-on activities. Bruce enjoys working

in small groups and being able to play an active role in the learning (by touching and doing) may

increase his interest in many subjects.

When properly engaged, Bruce has also shown that he can be interested in other things

besides science and technology. When I taught two lessons on making predictions, I selected two

picture books that I knew would appeal to young children. My Lucky Day by Keiko Kasza is a

story about a pig that outsmarts a hungry fox and ends up getting a bath, dinner, and a massage. I

set up the story by asking the children to tell me what they saw on the book’s cover. After


identifying that there was a pig and a fox looking at each other, we talked about who was having

a lucky day and why. Many children felt the fox was having the lucky day because foxes eat pigs

but on the cover, the pig is smiling and looking at the fox adoringly. This quickly captures the

attention of children because the pig should not look happy, and they want to find out more about

the story. While Bruce did not comment when I read this book, he sat on the carpet and actively

listened the entire time.

The second story I read was Don’t Wake Up the Bear by Marjorie Dennis Murray. This

story is about a hibernating bear and the smaller forest animals that creep one-at-a-time into his

den to keep warm. As each animal states that he would like to enter the den, a hare cautions,

“You may come in, but don’t wake up the bear!” After briefly summarizing the story, I invited

the students to tell me what they saw on the cover – a sleeping bear with a sleeping mouse in his

ear – and I asked them to predict what would happen if the bear woke up. Bruce not only sat on

the floor as I read the story, this time he raised his hand to comment, and as I read, he was

attentive and engaged.

Selecting interesting books to read aloud is another way to increase Bruce’s enjoyment

for learning about other subjects. This may even motivate him to become a better reader and

writer.

Learning Factor: Individual

Hypothesis. Bruce also enjoys active movement. When permitted to move and run

around, Bruce becomes a different person; he is no longer lethargic or inattentive. He watches,

listens intently, and tries to follow instructions. This energetic behavior – while not evident much

at school – is seen frequently at home (Appendix D). I hypothesize that active movement is one


of the ways Bruce learns best and when possible, lessons should include activities that focus on

the Bodily/Kinesthetic multiple intelligence (MI).

Ways of Learning. Mrs. E. has noticed that Bruce is easily distracted and occasionally

seems lost and confused (Appendix A). Frequently, he will sit quietly, tugging on his hair or

playing with an object that he has pulled from his desk. When encouraged repeatedly, he will

work, but it is obvious there is little joy or interest in the assignments. Examples of these

instances are noted earlier in Part B.

According to Silver, Strong, and Perini (2000), people have certain dispositions, or

“sensitivities for a particular type of intelligence” (p. 10). In order to determine Bruce’s multiple

intelligences, I administered two MI inventories (Appendix I). On one inventory, Bruce circled

the pictures that showed activities he enjoyed. If he circled four or more in a category, that was

an area of strength. Bruce scored a four on the Bodily/Kinesthetic and Interpersonal

intelligences. On a second inventory, Bruce had to circle sentences that listed things he liked to

do. Bruce circled that he liked to move, build things, invent things, help people solve problems,

be with other children, count things, and listen to stories.

Bruce’s mother confirms Bruce’s MI (Appendix F). She stated in an e-mail that he has a

good relationship with his brothers and cousins and often plays with them. There are children in

Bruce’s neighborhood that he plays with and his mother said that she has a “hard getting him to

come back inside. Like I said before, he is a ball of energy at home.” Silver et al. (2000) noted

that people with an Interpersonal MI are also sensitive to the moods and feelings of others.

Evidence that this is part of Bruce’s disposition is his mother belief that he fears having his

behavior corrected and this is why he chooses to be quiet. This may have contributed to Bruce

not liking school and his lack of enthusiasm about assignments.


The Bodily/Kinesthetic intelligence is also apparent when Bruce is allowed to move. He

listens, participates, and seems interested in the activity. Because Mrs. E. understands that

children need to move around, she invites them to stand and participate in various movement

activities that include singing a song (Appendix B). Once after math, Mrs. E. had the children

find a spot to stand in the room, and they all sang:

Mrs. E. had a class

Many students are in her class

You are one of them and so am I

So let's all sing this song.

They sang this song several times, each time shaking a different body part until they were

moving everything. Bruce was animated and lively. He listened closely, watched attentively, and

tried to move appropriately. It was apparent that he enjoyed this activity.

Another time when the students were transitioning from a spelling test to a Munchy Math

activity, Mrs. E. led the class in a movement activity called “My Hat:”

My hat it has three corners,

Three corners has my hat

And had it not three corners,

It would not be my hat.

The students used hand motions as they sang. They sang this song repeatedly, each time leaving

out a word and only using the hand motions. After each time they sang, Mrs. E. asked a student

for the next word they would leave out. By the end, many of the words were missing and the

children attempted not to say them. Bruce smiled the entire time they did this movement activity,

and he worked hard to do the hand motions correctly.


Bruce is also very attentive in P.E. (Appendix E). In one class, the students were learning

how to bowl. The P.E. teacher had set up three three-liter bottles in various areas of the gym and

small groups of three and four students practiced rolling a small ball toward the “pins.” Bruce

was with a girl and boy, and he was very excited about rolling the ball towards the bottles. Once,

he even jumped up and down when he knocked them all down. When the P.E. teacher came over

to his group to observe and offer some suggestions on how to roll the ball, Bruce listened

carefully and attempted to follow the instructions. He even had animated conversations with the

other students in his group and at one point, I saw him giving another child tips on how to roll

the ball. The entire time I observed Bruce, I saw a child that was focused, engaged, and alert.

The P.E. teacher shared that Bruce really enjoys P.E. (Appendix E) He comes to class

excited and participates in every activity. Sometimes he gets overly excited and needs some

redirection, but according to the P.E. teacher, Bruce works hard and enjoys the games. Bruce’s

P.E. grades reflect how well he does (Appendix H). Last quarter, he made an S+, which indicates

that he consistently meets objectives.

Bruce also enjoys recess (Appendix A). Mrs. E. observed that when Bruce is playing at

recess, he is livelier. He runs around and plays with other children. He is very different from the

child who sits in class and struggles with writing, reading, and participating in class discussions.

Recommendations. While Bruce can engage and participate in whole class learning, he

seems more responsive when instruction includes activities that appeal to his Bodily/Kinesthetic

and Interpersonal intelligences. According to Silver et al. (2000), effective teaching should

incorporate multiple techniques in order to “accommodate students and diversify [student]

learning” (p. 13).


Mrs. E. teaches a majority of the time to the entire class. Her strategies include journal

writing/reflecting, discussing ideas with neighbors, and sharing learning on the smart board. Mrs.

E. also uses picture books to teach concepts and this becomes the springboard for future work.

Since people with a strong Bodily/Kinesthetic deposition like to work with their hands, Mrs. E.

can include more activities that focus on this type of learning (Silver et al., 2000). The magnet

experiment mentioned earlier is a perfect example. Bruce enjoyed this hands-on activity that

allowed him to work with others in a small group. It provided the opportunity to learn through

doing, and he did learn – he discovered that magnets do not attract all metals. He also did well on

the magnet test.

Bruce also enjoyed the project that followed a discussion of the book The Little House by

Virginia Lee Burton. Mrs. E. passed out poster-sized pieces of white paper and asked children to

draw the little house in rural, suburbs, and urban settings. Bruce and another student worked on

an urban setting. Bruce enjoyed the assignment and stayed on task as he and his partner drew

large buildings. When I commented on their work, Bruce pointed to a black stick figure and told

me it was Slender Man, a character from a video game. He was very excited and proud about this

addition to the drawing.

Mrs. E. did a lesson on sequencing events and she had the children write out the steps to

making a sandwich (Appendix J). Another idea to teach sequencing that would incorporate the

Bodily/Kinesthetic and Interpersonal depositions could be bringing in the items needed to make

a sandwich (e.g., bread, jelly, plastic knife) and having the students write out the instructions. In

small groups, the students could attempt to make a sandwich following the set of directions

written by each group member. Afterwards, everyone could meet together as class to discuss

their results and the correct steps required. This hands-on activity would (a) teach the skill; (b)


engage Bruce because he is able to work with his hands; and (c) encourage him to read and write

more because now it has real purpose.

Influence of Learning Factors

The overall theme in this case study has been student motivation. The words used in the

hypotheses for each learning factor – engaged, pay more attention, work harder, learns best in

small groups – all point to Bruce’s lack of interest in school and the need to change that attitude.

Although Bruce’s reading and writing grades are suffering, Bruce likes learning and when placed

in the right setting and offered engaging activities where he gets to use his hands and work with

other students, he learns.

Motivation also relates to each of the three learning factors used to describe Bruce’s

outlook on school. Interest and environment are central to learning, and each factor highlighted

in this case study consistently supports that Bruce needs to feel a connection to what he is

learning. He needs activities that will capture his attention. When that happens, his engagement

and self-efficacy will increase and he will begin to feel differently about school.

Summary

When placed in the right academic setting, children can learn. All children are different

and while it is difficult to teach to every child, it is important teachers understand that children

come into a classroom with unique experiences, attitudes, cultures, and ideas. These student

characteristics mean that teaching must be flexible. If teaching stays the same year after year,

learning may occur for some students, but it may not for the ones who need different

instructional approaches.

Bruce can become an engaged learner. In the examples cited, that has been evident. If his

instruction includes more opportunities to learn through cooperative learning, interesting hands-


on projects, and meaningful interactions with books and technology, he will become a better

reader and writer. His attitude about school will improve, and he will begin viewing himself as

learner.

Case Study: Self-Reflection

Choosing Bruce

Currently, I am not teaching. Mrs. E. invited me into her classroom to use a student for

this case study. Since I work full-time for a public library and my time during the day is limited,

I did not have an opportunity to visit the class beforehand to meet the children. This prevented

me from choosing a student, so I asked Mrs. E. to recommend a child. She chose Bruce because

there are some learning issues (identified in part A), and Mrs. E. believed a case study on this

child could help her better understand how to address those concerns.

Bruce is a shy child who appears hesitant and unsure around strangers. I have met

children like this before; they do not trust you simply because the teacher approves of you or

because you seem nice and approachable. These children quietly assess you, and you are never

quite sure how they feel about you. (Many times, the parent will shed light on the child’s feelings

by sharing how much the child talks about you at home.) I have visited Mrs. E’s class once a

week for approximately eight weeks, and I still believe he has barely warmed up to me and this

has made it difficult to engage him in conversation. Occasionally when I was in the classroom, I

would see him peeking at me because he was aware that I was watching him. The one time I

definitely felt a bit of warmth in his attitude towards me was when I read a story to the class, and

he corrected me on something that had happened in a prior reading.

Bruce is quiet and does not bother other students. For the most part, he keeps to himself

and is not a behavior problem. If this had been my classroom, Bruce would have fallen through


the cracks. I would have not focused on him because he did not appear as needy as some of the

other children in Mrs. E.’s class. Unfortunately, the children who are demonstrative in their need

for attention are the ones who take up most of a teacher’s time. Many children in Mrs. E’s class

clamor for attention (good and bad), and children like Bruce sometimes are easily overlooked.

Based on what I know about me, I would not have chosen Bruce for this case study. I

would have selected Sal (pseudonym), a child who did everything for the attention of an adult.

This child took to me right away and from my third visit to the classroom, seemed to gravitate

toward me. I felt an instant kinship to Sal and would have enjoyed learning more about him.

Bruce would have remained a nameless face that I never would have remembered. Therefore, I

am grateful to Mrs. E. for selecting Bruce. This made me “see” him, and I learned much about

him. It reinforced the fact that is important to notice and respond to the quiet children. They need

our time, attention, and affection as much as any child in the class.

Lesson Learned

I have always known what learning looks like. For me, it has always been when children

remember and apply what they have learned. However, this case study has helped me to

understand that learning encompasses more. It includes student interest and engagement. It is

retention, application, and growth. It is on-going and can always occur in the right environment.

My last class as a teacher was in 1998. Most of my students were Caucasian; English was

the first language of all the children; and none were diagnosed as having a learning disability.

Fourteen years later and in a different part of the country, I find that Mrs. E.’s classroom looks

very different. The majority of the children in the classroom are African American. Six of the

children are ESOLs, and two children have a learning disability. The attitudes are different, too.

Society has changed, and it has created children with a worldly knowledge that was not evident


when I taught. They are exposed to more things and feel they have a right to question or

challenge your decisions that affect their learning or care. Children also have shorter attention

spans, and it seems more difficult to keep the attention of an entire class.

I had two opportunities to teach Mrs. E.’s class. Each time, I used picture books to teach

lessons on making predictions. Because I was aware of the attitudes that differed from when I

taught, I worked harder to respect them as individuals and to keep their attention for the duration

of the lessons. I made sure my manner was energetic, engaging, and full of excitement.

My work with Bruce made me very aware of every child in the class, and I attempted to

call on as many different children as possible to encourage participation. I wanted each child to

feel valued, especially the quiet ones. At one point during the second lesson, I saw a child raise

his hand, and I remember feeling vaguely surprised because this was a quiet student that I did not

remember seeing on my previous visits to Mrs. E.’s classroom. Apparently this child had had his

hand in the air for a while because when I finally noticed him, another student was helping him

hold his hand up high so that I would see him. I made a point to call on him and warmly

acknowledged his comment.

Changes for the Future

This case study helped me appreciate the importance of active observation and academic

reading when attempting to improve the instruction you are providing to students. Observation

allows you to stand back and watch how what you do affects each student. It helps you assess

your teaching and whether or not it is helping or hindering learning. Reading research-based

literature keeps you abreast of current learning trends, philosophes, and the best ways to teach

children.


This experience demonstrates that my views as a teacher have changed. How I approach

teaching to encourage learning is now different. I must constantly strive to improve the

instruction I provide to children. It is critical that I remember that students in a classroom are not

a whole entity who collectively responds to one type of learning. Instead, children are individuals

with different thoughts, feelings, and experiences, and I must bring into the classroom multiple

learning opportunities. This will foster learning and make me a better teacher.


References

Alexander, P. A. (2006). Shared learning and shared instruction. In P. A. Alexander (Ed.)

Psychology in learning and instruction (pp. 239-2670. Upper Saddle River, NJ: Pearson

Education.

Clark, D. (2010, October 3). Albert Bandura. Retrieved from

http://www.nwlink.com/~donclark/hrd/history/bandura.html

Jensen, E. (2005). Teaching with the brain in mind (2nd Ed.). Alexandria, VA: Association for

Supervision and Curriculum Development.

Learning Theories Knowledgebase (2012, December). Social learning theory (Bandura).

Retrieved from http://www.learning-theories.com/social-learning-theory-bandura.html

Magnesio, S. & Davis, B.H. (2010). A novice teacher fosters social competence with cooperative

learning. Childhood Education, 86(4), 216-221

McLeod, S. (2007). Lev Vygotsy. Retrieved from

http://www.simplypsychology.org/vygotsky.html.

Silver, H, Strong, R., & Perini, M. (2000). So each may learn: Integrating learning styles and

multiple intelligences. ASCD: Alexandria, VA.

http://www.simplypsychology.org/vygotsky.html

http://www.learning-theories.com/social-learning-theory-bandura.html

http://www.nwlink.com/~donclark/hrd/history/bandura.html


Appendix A

Teacher Observations about Bruce

September 26, 2012

Tested for a learning disability (LD), but did not qualify for special education Has an IEP for speech Has DRA of 6, but no learning disability Is unorganized and has trouble finding materials Easily distracted and occasionally seems lost and confused Has a hard time in whole group settings Struggles in reading and writing Mom is having him tested for attention deficit hyperactivity disorder (ADHD). Teacher has chart for Bruce to for organizational issues. Parents admit Bruce is spoiled and they are supportive and work closely with teacher to

ensure he has a positive learning experience.

October 2, 2012

Was identified as having ADHD Started out on a small dosage the week of October 1, and it will take a month before a

change in behavior is evident. School mission is to “motivate students, incorporate their individuality, celebrate their

diversity, and support the community.” Children are encouraged to be responsible for their behavior and “response-able” for

classroom success.

November 29, 2012

Still plays with objects on or inside his desk Lately, has been tugging his hair Really enjoyed learning about magnets – participated in whole group discussions and sat

close to teacher Scored 8 out of 10 on magnet test At recess, he is very active – he runs around and plays with some of the students

December 5, 2012

At recess runs around, plays with all the children. Computer lab: once a week for 40 minutes; does not know what they do


Appendix B

Classroom Observations

September 28, 2012Children wrote math problems in their math journals using the number 19. Bruce had to search for his journal and when he found it, he only wrote one or two problems that were incorrect. Then students were invited to write a problem on the smart board. As Mrs. E. watched and commented on the math problems, Bruce played with a small object. Despite this, he seemed to be paying attention and raised his hand several times to write a problem on the board, too. When Mrs. E. asked him to write a problem, Bruce wrote 22 – 3. He made his 2s backwards, and Mrs. E. encouraged him to look at the number chart. Bruce checked the wall chart, and he wrote the 2s correctly.

When they were out of time, Mrs. E invited students to share with a neighbor one of their math problems.

Mrs. E.’s Classroom Setting/Teaching Style: Writing and pictures decorate the wall

o Writing is simple, easy to see and read and is based on previous discussionso Tips and strategies are offered to facilitate learning

22 students sit in groups of three; one child has chosen to move his desk away from his group and he sits by himself

Mrs. E. teaches to the whole class and uses a variety of resources: class discussions, journal-writing, group activities, and creative projects.

October 2, 2012Using the book My Lucky Day by Keiko Kasza, I did a mini-lesson on prediction. The children sat on the carpet to listen to the story. Bruce sat quietly the entire time. Although he listened, he did not raise his hand to participate in the discussion about the story.

October 5, 2012It was time for Social Studies, and when Mrs. E. asked everyone to sit on the carpet, Bruce became belligerent, and he slapped his desk. No one noticed. At first, Bruce sat in his chair and did not seem engaged. Mrs. E. had to ask him several times to join the group on the carpet. After the third time, Bruce reluctantly slid from his chair.

During this Social Studies activity, I watched Mrs. E use The Little House by Virginia Lee Burton to review community words: rural, suburbs, and urban. She asked everyone to sit on the carpet and they reviewed the story as they defined each of the terms.


After the review, Mrs. E. passed out large pieces of paper and asked children to draw the little house in each of the different settings. Bruce and another student worked on an urban setting. Bruce enjoyed the assignment and stayed on task as he and his partner drew large buildings. When I stooped down to comment on their work, Bruce pointed to a black stick figure and told me that was Slender Man, a character from a video game. He was very excited and proud about this addition to the drawing.

To give the children an opportunity to get up and move, Mrs. E. had the children recite a chant that involved shaking various body parts each time they sang the chant. Bruce was very excited about this activity. He listened closely and tried to move appropriately. His eyes were big, and he was smiling. I have never seen him this animated!

The chant:Mrs. E. had a classMany students are in her classYou are one of them and so am I So let's all sing this song.

October 9, 2012I assisted Bruce as he worked on his word sort activity where he grouped words with the beginning sounds /th/, /sh/, and /ch/ and glued them into a reading journal. Once he had completed the assignment, he pulled out a Pokémon book to read and walked over to a friend who was still working on his sort of long and short /i/ words. Bruce and his friend worked together on this sort, and the friend often would explain why he placed a word in a column. Afterwards, Bruce and friend sat on the floor, looking at the pictures in Bruce’s Pokémon book. Occasionally, his friend would point out a word.

Bruce appeared to be happy and engaged. He enjoyed working and reading with his friend.

October 16, 2012Bruce’s desk is very messy and when Mrs. E. asked the children to get out their writing journals, Bruce had to search for it. When he found it, he realized he did not have a pencil and had to search for one. Finally, he gave up and started using a crayon. I asked him where his pencil was, and he showed me his pencil pouch that only had crayons. Bruce told me he could not find one, and the student who sits next to Bruce looked at me in amazement and said, “I just gave him one!”

(Later, Mrs. E. shared that she made Bruce clean out his desk and they found many pencils. Bruce was very happy about this!)


The children wrote about what they did over the weekend. Once Bruce located a pencil – and after being encouraged several times by Mrs. E. – he wrote a few sentences: “I wnt to go eat wit mi fmlee. We at in a resrt. It was good.” When instructed to share with a neighbor, Bruce did not – he just sat them and played with his pencil. It was good.” I asked him questions about the type of restaurant and what he had to eat, and while he did not mind telling me, he refused to add more to his journal. When Mrs. E. asked everyone to share what they had written with a neighbor, Bruce did not – he just sat them and played with his pencil – and then, out of the blue, he stated what had written, but he was not really aiming his comments at anyone. It almost appeared he was talking to himself.

October 23, 2012The class was invited to sit on the carpet to discuss a story they were getting ready to read. Bruce stayed in his seat. Mrs. E. asked him to join everyone and he slid from his seat to the carpet. A few minutes later, he moved back to his seat and began playing with an object in his desk. After Mrs. E. asked the children to share their thoughts with a neighbor, she got up and spoke quietly to Bruce. He crossed his arms and was upset, and he sat on the carpet. While he appeared to listen to the story, he did not speak to the other students or answer any questions.

November 15, 2012Observed Munchy Math. Children were identifying place value – hundreds, tens, and ones. Mrs. E. passed out place value charts and different food that represented hundreds, tens, and ones. She would give them a number and students would have to show how it would look on the chart.

Bruce really enjoyed this activity! He listened and tried to show the numbers – correct five out of the seven times they were given numbers. When instructed to work with another student, he had his neighbor show 574, but didn’t seem to pay attention to whether or not it had been shown correctly.

Bruce raised his hand each time Mrs. E. asked students to come up to show the place value. She called on him to show 270 and he did it correctly.

To transition from a spelling test to a Munchy Math activity, Mrs. E. led the class in a movement activity called “My Hat:”

My hat it has three corners, Three corners has my hat And had it not three corners,It would not be my hat.

The students used hand motions as they chanted the words. Each time they sang the song, they would leave out a word and just use the hand motion. The children LOVED this and after each


chant, Mrs. E. asked a student for the next word they would leave out. By the end, many of the words were missing. Bruce smiled the entire time they chanted this rhyme and he worked hard to do the hand motions correctly.

November 16, 2012I taught my second lesson prediction. When I asked the students if they had been right in their initial predictions of My Lucky Day (the book I used when I first introduced this skill), I concluded that they had not been. Bruce, who had been listening quietly, interrupted me and said, “Sorta.”

I looked at him and repeated, “Sorta?”

He said, “Well, some people said it would be the pig’s lucky day and some said it would be the fox’s lucky day. Some people were right and some were wrong.”

November 27, 2012Mrs. E is studying magnets and to introduce this unit, she asked the children what they knew about magnets. After an animated discussion, she passed out to small groups magnets and various materials – paper clips, pencils, nails, wooden pegs, etc. – and asked the children to find out what magnets attracted.

Observations about Bruce: Excitement! Bruce was alert and paid attention as Mrs. E. led a discussion about magnets,

and he shared that magnets stick to metal. Talked to a student about magnets being able to stick to metal part of a pencil. Bruce worked with three other students and enjoyed touching a magnet to each of the

objects and talking about why things did or did not stick to the magnet. Bruce worked well in his small group. He took turns holding the magnet and watched

intently as each student had a turn. Afterwards, he enjoyed explaining that “magnets can’t stick to plastic or wood – they can

only stick to certain kinds of metals.”


Appendix C

Things that Interest Me – Student Survey

1. My favorite game is…Slender Man (a computer game)

2. My favorite toy is…bayblades

3. My favorite place to go…visiting his cousin Donnie

4. When I am at home, I like to: play video games

5. There are some things I am good at: Bruce could not think of anything he felt he could do well. After some prompting, he mentioned playing games on his Xbox.

6. When I grow up, I would like to: become a scientist who mixed solutions; favorite subject is science.


Appendix D

Parent Interview Via E-mailOctober 8, 2012

1. Briefly describe Bruce’s family background (sharing a little about family members, siblings, extended family). Bruce lives at home with his mother and father and two older brothers aged 11 and 13. As for extended family, Bruce has a grandmother and uncle who reside in Florida and an Aunt who is in Louisiana.

2. Describe Bruce’s ethnic/linguistic background, home language and socioeconomics. The only language spoken at home is English. He is from a working middle class background. His father works 2 jobs and his mother attends school and works part time. Bruce’s family income qualifies him for the reduced meal plan at school.

3. Have there been significant events in Bruce’s life that you think have shaped who he is today? (Such as divorce, death, illness, geographic upheaval, or previous schools) Bruce’s maternal grandmother passed away about 3 years ago. He was very close with her and he still mentions her quite frequently, most of the time stating the he misses grandma. About two years ago Bruce also battled a severe bout of walking pneumonia which resulted in E.R. visits, numerous doctor and specialist appointments and a range of medical equipment and medication. He has since recovered but worries about becoming similarly ill again. Bruce has recently begun to express concern over the possibility of not seeing his Aunt as frequently as he used to (mainly on holidays) due to changes in her life. He often asks both of his parents about family, where they all are and why we don’t see them very often.

4. How do you describe Bruce? (This can look at personality, academic achievement, strengths, weaknesses, differences in behavior at home versus school, etc.) I would describe Bruce as strong willed, sensitive and very imaginative. He likes to play with others but due to his stubborn nature he has a hard time compromising and often ends up on his own. When Bruce is left to his own devices, he entertains himself very well and for extended periods of time, whereas when in a group, the interaction doesn’t last long. His behavior at home is very energetic and impulsive. If he is not outside running around, he is in the house running, jumping and climbing on everything in sight. I feel like I am always telling him to calm down. Bruce’s level of energy is amazing to almost anyone that encounters him at home, a popular phrase around the house is “Man! That kid doesn’t quit!” From what I am told, Bruce’s energy level at school is much lower than what I’ve just described. I’ve heard he gets very sleepy, sometimes even falling asleep in class, that he has a hard time completing tasks on time and that he doesn’t show much enthusiasm for anything. Bruce has always struggled in school and has expressed that he doesn’t like it very much. His weaknesses are definitely reading and writing but he seems to tolerate math and enjoys the computer lab.


Appendix E

Observations and Informal Interviews from Specialist Classes

November 15, 2012 – Speech

Bruce had speech with two other second graders and he left his classroom for about 20 minutes. During this time, he worked on making the /s/ sound and had to read passages like “Seth and Sylvia will serve seafood and sourdough bread on San Pedro Island.” The teacher brought out a game board and I saw Bruce smiled; it was apparent that he liked the game they were about to play. Each student selected a game piece and then rolled dice and moved their pieces around a game board after they each read a passage that emphasized the sounds they working on. The speech teacher kept everyone’s attention and for most of the session, Bruce was verbal and engaged and the teacher had to remind him to be quiet.

Other observations: Teacher shared that Bruce was familiar with the passages he was reading and this

was why he was reading so well. I heard him read “Seth and Sylvia will serve seafood and sourdough bread on San Pedro Island,” and he read it needing very little assistance from the speech teacher.

Lost focus several times throughout session, but seemed to stay on task and was aware of what was going on around him.

November 27, 2012 – P.E.

The students are learning how to bowl. The P.E. teacher had set up in various areas of the gym groups of three three-liter bottles and in small groups of two and three students, the children practicing bowling.

Observations about Bruce: Bruce was animated, engaged, alert, and bounced all over the place. When the P.E. teacher came over to his group to observe and give some suggestions on

how to roll the ball, Bruce listened carefully and attempted to follow the instructions. Bruce had animated conversations with the other students in his group and at one point, I

saw him giving pointers.

Interview with P.E. teacher:He shared that Bruce really enjoys P.E. He comes to class excited and participations in every activity. Sometimes he gets overly excited and the teacher will have to redirect him or ask him to focus and pay attention down.


December 3, 2012 – ESOL Teacher – Reading

(Only observed for about ten minutes)

Bruce and three other second graders read the book Country Animals from Reading A to Z, discussing the vocabulary in the story and answering simple questions. Bruce focused the entire time I saw him. When it was his turn to read, he slowly and self-corrected, he listened to the teacher and the other students and even raised his hand to one question.


Appendix F

Parent Interview Via E-mailNovember 30, 2012

1. You said in an earlier email that Bruce’s energy seems lower at school. Why do you think there is such a difference in his behavior between school and home? I think Bruce feels more comfortable at home. We have spoiled him and he knows that he can get away with a lot. His teachers at school are quick to correct his behavior and I understand why because they are working with a lot of children. Bruce doesn’t like to get in trouble. It makes him feel bad when he is scolded and he has learned to be quiet at school. I think this is why he might not like school or the classwork. We have been working with him this year and Mrs. E. has been good about giving us updates about his behavior. He is on medication for ADHD and I think that is helping with the focusing in class, too.

2. I spoke with Bruce doing a lunch bunch and he said that he didn’t feel he was good at anything. I tried to point out things he told me he liked – playing video games and doing things with his cousins. Have you noticed these feelings at home? Bruce does like video games! When we put him on restriction, this is the first thing we will take away! He plays them a lot with his older brothers and he is pretty good at them. We also have some games on the computer and he likes playing on that, too. The only consistent time I see Bruce feeling down about his abilities is when he is doing homework that requires reading and writing. He struggles and I think seeing how well his brothers read and write makes he feel bad. I work with Bruce every day. We have a lot of books and I make him read to me every night. Sometimes I get impatient with him and I know that doesn’t help him either.

3. Does Bruce like playing with other children? Yes! He plays with his brothers and cousins all the time. There are some children in the neighborhood and I’ll let him go out to play. Sometimes it is hard getting him to come back inside. Like I said before, he is a ball of energy at home.


Appendix G

Science Experiment Form


Appendix H

Report Card , December 2012


Appendix I

Bruce’s Multiple Intelligence Inventories


Appendix J

Sequence Writing Activity – Making a Sandwich

reneeedwards.weebly.com · web viewthe students used hand motions as they chanted the words. each...

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