EDS 205A ~ Sewall O B SER VA TIO N R EFLEC TIVE JO U R N A L

Name: Date: School Site: Grade Level: Focus Subgroup:

Victoria Bernazzani Jan. 17 & 22, 2013 F. Elementary 1 Boys

EVIDENCE Sample Evidence from Notes to Support My Claim 1/17 9:50am Independent reading time: PT and MB read silently at their desks (both ELLs). CAs hood completely covers his head. He sits alone at his desk until redirected. MBH and MS have an argument. MS has MBHs book and MBH is asking for it back. MS ignores him and keeps reading. MBH: Gimme my book backCan I have my book back now? Gimme! MS: No verbal response. Stands over the book and holds it with two hands. REFLECTIONS Thoughts, Questions, Insights About What I Noticed/Learned It seems that the two ELL students (PT and MB) tend to work together or near each other. CA seems to need a lot of redirection and reminders; he is often playing by himself or talking to himself. It seems like he is much younger than st the other 1 grade boys. The incident with the book between MBH and MS tells me that MS does what he pleases when he pleases. He clearly heard MBH and was leaning over the book and holding it tight so MBH could not get it back. In order to keep doing what he wanted, he purposefully ignored MBH. I wonder how the other boys feel when MS does things like this? Will he eventually be an outcast? Or will they like him more/want to gain his friendship? I was very surprised to see how much authority MS has with other st nd students, not only 1 but 2 graders. I wonder about DP and his nd role in terms of 2 grade boys, would his role change among peers his own age? Would he follow others, or assume more of a leadership role? I was also surprised that KV wanted to join MS and DP. KV usually goes straight to work and it is unlike him to break the rules. I wonder if he wants to gain the approval of these other boys. I also wonder about classroom management. If students take advantage of the ability to pick partners (and use the time inappropriately) should teachers step in and choose partners for students? I am not sure. The interaction between KV and MS was unsettling because of how unequal the partnership was. I wonder what KV could have said in order to get more say in the building of the blocks. Would MS have listened to him? Would it take a teacher to help the students

FINDINGS What I Noticed and/or Learned about My Focus Students I noticed that there are distinct st personalities of each 1 grade boy. Some work independently, while others choose to partner up. PT and MB seem to work well with each other; I have noticed them reminding each other of directions, etc. CA often sits or works alone and seems to be daydreaming. MS has a more dominating personality. A lot of the feelings and interactions of the students ripple off of MSs choices. MBH was very upset when MS came up and began reading his book. MS would not respond when MBH asked to have it back.

I was interested to see the transition from independent reading to partner reading. The transition took a few minutes, but eventually the boys st settled in. I noticed that the 1 grade boys partnered up together, whereas MS partnered up with DP a nd 2 grade student. KV joined them, but it was clear that he wasnt invited the way DP was. I noticed that MS and DP used this time to play with a toy. It is unlike KV to be off task, so I was surprised he wanted to join them. When MS yelled, Raise your hand if you wanna be over here, I was amazed how fast DP and KV crawled over. It seemed that these particular boys were taking advantage and using partner reading as a social time. I noticed that the boys worked with or near those who they typically work with. MBH and CA worked well together expressing their suggestions and comments regarding the shapes and patterns. I noticed an interaction between MS and KV that seemed to touch on the

1/17 10:00am Partner reading time: Transition from independent reading to partner reading boys begin finding someone to read with. PT and MB read quietly together (both nd ELLs). MS buddies up with DP (2 grader) and KV tries to join in. MS pulls out a toy and the boys start playing with it, using the book as a cover. The boys get up after a few minutes and begin crawling around the room. When they get separated MS yells, Raise your hand if you wanna be over here. DP and KV join him.

1/22 10:50am Math Geometry: MBH and CA work together, making helpful suggestions and comments. PT and MB working independently and quietly. MS working independently at first then goes over to KV and starts working with

EDS 205A ~ Sewall issue of equity. As KV was working, MS came up to him and began to help. Very shortly after I noticed that MS was dominating their partnership. He leaned over the board and ignored the comments KV made. KV seemed to notice, but didnt press MS on the issue. I saw again how MS does what he wants, and how KV doesnt seem to say anything that will challenge MS. him. Begins to dominate the partnership (physically and verbally). KV is holding blocks and makes attempts to add them to the design. MS takes the blocks and rearranges them. KV says to himself, I almost did it. balance out participation? Should MS and KV be separated by the teacher to give them both more access to the materials? Why wouldnt KV just go somewhere else and work on a new paper? I wonder if KV seeks MS approval and what that means in terms of this particular subgroups social status.