Name: Rachel Polikaitis

FIELD NOTES
Cluster A Variables: School/Classroom Setting, Family, Peers, Culture, Race & Ethnicity, Social Class, Gender & Sexuality
Cluster B Variables: Language, Attention, Memory, Higher Order Thinking, Motor, Spatial & Sequential Ordering, Social Cognition

VARIABLE: SETTING
Date & Time
Keep dating your
entries. These are
running records
across the whole
semester.

Observations:
What Do I See?

Questions:
What do I Wonder?

Factually describe what you observe/experience. Report, do not

interpret. Avoid adjectives that are ambiguous (ex. large, many,
small, etc.). Be detailed and use rich description.

Often, we understand incompletely.

Beginning to answer some questions may
raise multiple questions about what you
still dont understand. Identify those
here.

The desks are arranged in rows with the first row

pressed up against the white board at the front of the
room. There are five rows and the teachers desk is
at the back of the room behind the students desks.
There is a large table in the back of the classroom
where there the school supplies are placed. I sat at a
half circle table near the door behind the students
desks. At the left side of the room there is an open
space where the teacher teaches. There was a sub
and they were filling out a math packet so the kids
were all over the room measuring items. There were
kids at their desks, at the big back table and also at
the half circle table where I sat.

What is the half table used for?

Is it used for small groups that an
assistant teacher leads?

Data Sources:
What Do I Know?
Make connections here to class discussion,
readings, outside research, information from
informants. Identify the source of information

Judgments / Interpretation:
What Do I Think?
Describe your developing judgments. Can you support these
with observations and other data sources? Consider your
knowledge, skill level, beliefs & values, and whether you need
more data.

Classroom
3/4/14
1:20

The substitute teacher did not have control over the

students because the principal had to come in to talk
to the students about listening and being respectful
to the sub. The principal came in every ten minutes
to help control the kids; therefore, I don't think the
sub knew how to handle this age of kids.

Why is the first row pressed up

against the white board? Why
doesn't the teacher teach in the
front of the classroom?

Perhaps, The desks are up against the board so

that they can focus more and not be easily
distracted by the things in front of them.
However, I don't know if this really helps.

1:45

When the substitute teacher spoke to the classroom

he was standing at the open left side of the
classroom. Since the students desks were faced
forward they had to turn their head or chairs in order
to see him. The teacher had a hard time moving
around the classroom to help the students because
the kids were spread out all around the classroom.
Therefore, I saw him focus on one student at a time.

Why wasn't the substitute teacher

able to help multiple students at
a time?
What is the substitute teachers
experience in teaching?

The substitute teacher seemed to only help those

who somewhat understood the topic because
those were the students going up and asking
questions. He didn't seem eager to help the other
students who were struggling since they didn't
come up to him and ask questions.

3/6/14
1:15

1:30

There is a chair in the left side of the room where

the teacher sits when the students gather around her
to sit and listen. She had drawers in the back of the
classroom where supplies were. Where the large
table is in the back of the classroom there are
cabinets for supplies.
The teacher focused on one group of students during
the math project, while the other teacher, Mr. Boss,
worked with the other students. She used a lot of
motions and rhymes to help students understand the
concepts she was teaching.

Is she able to help her group of

students and also those who
seem to be learning the
concepts?

The teacher told me that she is not

trying to just focus on certain students
and ignoring the others. She said that
she focuses to help those with special
needs and the other teacher helps
those who are English Language
Learners (ELL).

The supplies are easy to access for the students

since there are certain assigned drawers where
things are supposed to go. They are also all below
the height of the students so that the students can
get supplies on their own.
It looks like the teachers know how to teach and
help the group of students that they focus on since
it is toward the end of the year and they have
learned how the students work best. Most of the
time they were helping those kids and used
different teaching techniques with different
groups of kids.

3/18/14
1:10
There are five students who are Caucasian, two who
are African American, and the rest of the students
are Hispanic.
The teacher is Caucasian, and the other assistant
teacher looks half Asian and half white.
School

I do not see any particular way that the students

are arranged in their seating based on ethnicity.

3/4/14

3/6/14

Once you leave the office in the school there is one

floor but to get to my classroom you had to go down
the stairs and to the left. The classroom was the last
classroom at the very end of the hall. There are
small student lockers located outside of the
classrooms in the hallway When I left the classroom
I saw a teacher and a student sitting down against
the lockers reading a book.

Why do the students need

lockers?

When leaving my classroom after my observation I

saw a separate open area one the left across from
where the lockers are. There are five long tables in
the area where there is one on one teacher and
student English reading.

What is this area mostly used

for?

Why wasn't the teacher working

with the student in a room or at a
table?

Are the teachers in there ESL

teachers?

The school has two parking lots,

where one is for teachers and the other
is used for visitors. The school office
is right in front of the visitors parking
lot. You cannot enter the school
without going into the office.

Students get pulled out of class to read

with a teacher in this area. I know this
because during class there was a
telephone call telling two students in
the classroom to leave class and go to
this area.

Do the students work best in an

open environment like this?

3/20/14

The school is light brown with dark green doors and

a dark green roof.

Immediate
Neighborhood
3/4/14
2:30

3/6/14

The school is located off a small street that connects

to the main road. A small neighborhood surrounds
the school.

The school is located in Wyoming.

The school looks about 30 years old. It seems like

a safe school since all the doors getting into the
school are locked and the only way to get into the
school is by going through the office.

1:05

3/18/14
2:25

As I was driving down the side street toward the

school there were two Hispanic teenagers, a boy and
a girl, walking down the street.

Some houses had broken windows. A couple houses

down Galewood Street had signs in the window,
saying neighborhood watch or keep out because
they have a dog. Some of the cars I have seen in the
exact same spot for the past three weeks.

Did they not have school that

day?

Wyoming has a population of 72,25

people. 88% of the population speaks
English and 7% speak Spanish.
Household Income Distribution:
$60K - $100K : 22.4%
$40K - $60K : 25.5%
$40K - $25K : 21.2%
$25K - $10K : 18.6%
$10K - Less : 5.3%
http://www.areavibes.com/wyomingmi/demographics/

Many of the houses in the neighborhood look run

down and older. This is because there are many
broken windows and the snow hasn't looked
shoveled in a while.

VARIABLE: LANGUAGE
Date & Time
Keep dating
your entries.
These are
running records
across the whole
semester.

Observations:
What Do I See?

Questions:
What do I Wonder?

Data Sources:
What Do I Know?

Judgments / Interpretation:
What Do I Think?

Make connections here to class discussion, readings, outside

research, information from informants. Identify the source
of information

Describe your developing judgments. Can you support

these with observations and other data sources? Consider
your knowledge, skill level, beliefs & values, and whether
you need more data.

Factually describe what you observe/experience. Report, do

not interpret. Avoid adjectives that are ambiguous (ex. large,
many, small, etc.). Be detailed and use rich description.

Often, we understand incompletely. Beginning to

answer some questions may raise multiple questions
about what you still dont understand. Identify those
here.

The principal is in the classroom telling the

students they need to listen to the sub and
behave. The substitute gives the students
instructions quickly to the students about what
math problems they have to complete. Many
students were confused about the instructions.
Students had to explain to other students what
they had to do in the activity.

What was going on in the classroom

beforehand that made the principal have to
come in and talk with the students?
How were the students acting earlier in the
day?
Was the sub giving the instructions too
quickly?
Is this the reason students didn't understand
what to do, since many of the students are
ELL?

The substitute teacher said to the students you

need to respect me!

Do the 2nd grade students understand what

respect means?

The sub seemed frustrated and angry with the

students when he didn't have control over the
students.

What techniques would better help ELL

students learn the concepts?

Since half the students in the class are

ELL,perhaps the sub did not know what
techniques would be best to help the students
learn.

3/4/14
1:15

1:20

1:25
One student came up to me asking me for help. I
had to read out loud the instructions. To show the
kid that 12 inches is one foot I explained how
one ruler is one foot and since there is 12
inches on the ruler then one foot is 12 inches.
Then three more students came up to me to ask

for help.
2:10
When the time was up to work on their math
packet to get the students attention, he said,
Hands up, listen to me.

Since it took the teacher about five times to

say this in order for the students to listen, is
this really an effective way to quiet the
students?

He got the kids together to play a quick game of

English vocab BINGO. However, he didn't
explain the instructions. When one kid yelled
bingo ended the game. However, another kid
didn't know you yelled bingo when you won so
he started yelling bingo when they were cleaning
up their cards.

What are some things that the teacher could

have mentioned before the game started that
could have helped the students better
understand how to play?

Since they were ELL I had to try to relate the

math to something they will understand.

2:15

3/6/14
1:25

2:00

2:05

The students were measuring things around the

classroom and the students seemed to have
trouble understanding what a centimeter was and
what an inch was. Therefore, to help them
understand she rhymed the words and used
motions to so that they could visualize.
For one inch she would say, This is an inch
pinch and open her fingers up an inch and then
pinch her fingers together.
For a centimeter, she would call it a centimeter
squish and then would show her fingers were
close together for a centimeter and then squished
her fingers together.
When they were finished with their activity, they
had to return to their seats. Then she would say,
I like how ___ is sitting.
One of the questions she asked is How tall is the
cabinet? The students did not answer so she

Because almost half the

class is ELL students do these techniques
best work in this kind of environment?

The teacher told me that she is not trying to just

focus on certain students and ignoring the
others. She said that she focuses to help those
with special needs and the other teacher helps
those who are English Language Learners
(ELL).
In Wyoming, 88% of the population speaks
English and 7% speak Spanish.
http://www.areavibes.com/wyomingmi/demographics/

I found that this technique really helped her

students because I saw them doing it when
they were measuring objects around the
classroom. I noticed that she not only did this
when teaching measurements but also used
rhyming, songs and motions for other
activities and also to get their attention.
One student was struggling because he could
not answer the questions on his worksheet, so
the teacher asked another kid to help him. She
said, put your heads together this way you
can work together.

Communication can be verbal or nonverbal.

(Pearson, p. 123)
She must use this phrase a lot because the kids
seemed very motivated to sit back down in
their seats and be quiet.

asked the other teacher who said he was six foot

to go stand by the cabinet. That way the students
could visualize how tall he was compared to the
cabinet. The cabinet seemed to be a foot taller
that the teacher so the class concluded that the
cabinet was 7 feet tall.
2:10

3/18/14
1:35

At this point the students were ready to take their

measurement tests. The teacher told the students
to look through their tests first. If they think they
can do it by themselves then they could start. If
not then she would go through and read each
question and answer any of their questions they
had for that problem. She went through the
whole test reading our each question.

I noticed that some students were speaking to

one another in Spanish when working on the
math packet.

Did she do this because most of her students

are ELL?

Is this because they feel more comfortable

talking in Spanish that speaking in English?
A child who enters a classroom speaking a
different language or dialect from the rest of the
children can experience social isolation.
(Pearson, p.128)

3/20/14
12:40

The teacher did an English lesson on IGH.

She said, what words have igh in them? The
students would raise their hands to give
examples. She would tell them to tell your
neighbor and then tell another neighbor. After
that, she would have them repeat after her five
times.

Does repeating help with language

understanding?

Language is a close partner of memory;

translating facts and ideas into words (especially
their own words) helps kids retain information.
(Levine, p.121)

It seems that the students were helping each

other with the packet in Spanish because it
was easier for them to explain in Spanish.

12:50

She would have students come up to the board

and right sentences that included words that had
igh in them. The student at the white board
would then call on a friend who would read it out
loud and say which words have igh in them.

Why would she have them call on a friend

instead of the teacher choosing someone else
to answer?

4/1/14
1:50

The teacher told the student to go find a partner

and read the story together. After 15 minutes
they would all get together and discuss the story.
Francis was paired with Michael and they
switched off reading every other sentence. I
noticed that Francis was using his fingers to
follow along while he read.

Was he taught to read using his finger to

follow along?

4/11/14
1:50

4/17/14
12:30

A boy came up behind me and started speaking

Spanish. He then went around the room singing a
song in Spanish.

When I got to the classroom I saw that the

students were split into groups. Mrs. James had
one group of kids that was going over words with
ew in them. Mr. Berdict was with another
group of students that were going over word
flashcards.

Is the RIT program successful? When is it

not beneficial to the students?

Mrs. James told me that during this time, the

students are in Response to Intervention (RIT)
groups. They try to find gaps in their learning
and have a group that concentrates on what they
need to learn. RTI focuses on their growth in
language and also the areas they need to
improve on. Every two weeks the students take
a test to see which group they need to be in for
it to be most beneficial for the student.

Response to Intervention: Response to

Intervention is an alternative method, other than

IQ tests, for identifying learning disabilities.

Introduced in the reauthorization of IDEA in
2004, Response to Intervention is a 3-tiered
process that provides academic support to needy
students before referring for special education
evaluation.
Students are first informally evaulated or
referred by teachers or parents for the need for
additional, small group, scientifically-based
instruction. After a few weeks of careful datakeeping, needs are reevaluated and more
intensive instruction provided. The 3rd tier
allows for one-to-one instruction and a referral
to special education service
http://childparenting.about.com/od/schoollearni
ng/a/response-to-intervention-def.htm

4/22/14
12:30

When I walked into the school, there were two

middle-aged women behind me. They were
talking to one another when one woman said,
gracias. The other woman responded, No.
Your welcome is dinada. Then the other woman
said, Oh whatever, it doesnt matter.

Were these women teachers?

Why doesn't it matter to them?

VARIABLE: Attention
Date & Time
Keep dating your
entries. These are
running records
across the whole
semester.

Observations:
What Do I See?

Questions:
What do I Wonder?

Factually describe what you observe/experience. Report, do not

interpret. Avoid adjectives that are ambiguous (ex. large, many,
small, etc.). Be detailed and use rich description.

Often, we understand incompletely.

Beginning to answer some questions may
raise multiple questions about what you
still dont understand. Identify those
here.

A boy named Francis, came over to me and asked

me to help him. I was trying to explain how one foot
is, one ruler therefore there are twelve inches.
However, when I would talk to him he would pay
attention for a little bit and then look around beyond
me. When I asked him how many inches are in a
foot after I had just told him, he couldn't answer me.

Is this because he doesn't

completely understand what I am
saying or is it because he is too
distracted by his surroundings?

Data Sources:
What Do I Know?
Make connections here to class discussion,
readings, outside research, information from
informants. Identify the source of information

Judgments / Interpretation:
What Do I Think?
Describe your developing judgments. Can you support these
with observations and other data sources? Consider your
knowledge, skill level, beliefs & values, and whether you need
more data.

3/4/14
1:45

2:00

Francis did not finish his packet even though I was

working with him on it the whole time. After the
activity he wandered around the classroom until the
teacher told him to sit down.

2:10

Francis got up from his seat and walked around the

back of the classroom. He started to pretend to speak
on the phone with his hand. He said, Yes, I will
leave right now, pretending as if the office was
telling him he could leave school.

3/6/14
2:10

The students were taking the measurement test but

Francis could not sit still. So, Mr. Berdict had to sit
next to Francis throughout the whole test to keep
him focused.

Does Mr. Berdict have to do this

every test?

They should be encouraged to take

periodic mind breaks, times when they
stop and lean back and think about
something other than what they are
currently working on. Then they can
get back and resume their attention.
(Levine, p.73)

It seemed that he was not focused on the task at

hand. I noticed that he could not pay attention to
what I was trying to tell him.

3/18/14
1:35

Francis came up and asked me to help him with his

math packet. When I talked to me he would not look
me in the eyes but he would be looking around the
classroom.

3/20/14
12:40

Francis was called over to read with Mr. Berdict one

on one. He refused to read and instead was sitting in
his chair with his legs up and pulls the table towards
him. Mr. Berdict said, It is very rude what you are
doing, please stop. Francis still sat there and
refused to read. Mr. Berdict called another boy over
to read and made Francis sit right next to Mr.
Berdict. While the other boy was reading, Francis
scooted his chair little by little from the small table
from where they were sitting to the half table. As he
scooted inch by inch he looked around the room.

1:30

The teacher told Francis to go sit next to Mr.

Berdict. Fernando gets up from where the group was
sitting and goes to sit next to Mr. Berdict. Francis
slowly starts to push his chair back away from Mr.
Berdict but he tells Francis to come back.

Next time I try to help him

should I try to relate the concepts
to something he can relate to in
the past? Such as, a concept they
have already learned about in
class or an interest he has?
Does he have difficulties in the
attention area of Saliency
Determination?

Cognitive Activation Control is

making connections to previously
known information. (Levine Pg. 59)
Saliency Determination is when the
brain picks and chooses what you are
going to focus on.
(Levine, p. 57)

It seems that he doesn't want me to help him

figure out the answers, but instead he wants me to
just tell him the answer.

4/11/14
12:40

Francis was squirming in his seat and Mr. Berdict

told him it was his last warning. Francis replied to
Mr. Berdict, I am not Francis. Francis then
continued to rock back and forth in his seat. Mr.
Berdict took a ticket away from Francis due to his
behavior.

It may seem odd, but many children

react to their mental fatigue by
becoming hyper. It is as of they have a
need to substitute physical energy for
their shortage of energy. (Levine,
p.59)

The students came in after lunch. The teacher told

them to Put down your heads and calm your hearts
for two minutes.

Is this a way to calm the students

down after lunch to gain their
attention during the lesson?

Why did Francis want to help

clean up after the lesson?

12:30

Francis was in their RIT group and they were

playing a word game. They had to find the words on
their sheet that Mr. Berdict yells out. Every time
Francis found a word that Mr. Berdict called out, he
would say, I found one! He stayed after the lesson
was finished to make sure everyones sheets were
clean.

4/24/14

Right away, before the math lesson, Francis was told

to sit next to Mrs. James. She moved the times on
the clock and would have the class shout the times
out loud.

Why did she move him right

next to her at the beginning?
Was it because she wanted him
to not be distracted in the back
and so that she can watch him?

4/15
12:40

4/17/14

12:45

1:10

Francis was squirming in his chair up front, but he

would say the times that the others would say.

The students seemed quite rowdy when they

came in after lunch. This is because many
students were not in their seats and they were
talking very loud to one another.

During this lesson Francis seemed a lot more

focused. I didn't see him squirming in his chair,
instead I saw him looking at his worksheet the
whole time. He was participating and seemed like
he wanted to get the answer.

Francis seemed to enjoy shouting out the times.

This is because he was focused on the time that
she had and when the kids would shout out the
times, he did as well.

VARIABLE: Social Interaction

Date & Time
Keep dating your
entries. These are
running records
across the whole
semester.

Observations:
What Do I See?

Questions:
What do I Wonder?

Data Sources:
What Do I Know?

Factually describe what you observe/experience. Report, do not

interpret. Avoid adjectives that are ambiguous (ex. large, many,
small, etc.). Be detailed and use rich description.

Often, we understand incompletely.

Beginning to answer some questions may
raise multiple questions about what you
still dont understand. Identify those
here.

Make connections here to class discussion,

readings, outside research, information from
informants. Identify the source of information

The teacher sat down in her chair with the students

sitting around her. She said, I heard there are a lot
of secret telling, and it is not nice to leave people
out. We also cannot blame others.

What were the secrets that the

students were telling each other?

Peer relationships influence students

motivation and achievement in school
(Pearson, p.286)

Judgments / Interpretation:
What Do I Think?
Describe your developing judgments. Can you support these
with observations and other data sources? Consider your
knowledge, skill level, beliefs & values, and whether you need
more data.

3/20/14
1:10

She said there is a new rule. The new rule is that if

you are telling secrets in class you are going to start
owing me tickets.

Does secret telling affect the

dynamic of the classroom?

Peers usually win in matters of style

and socializing.
(Pearson 286)

She had everyone raise their hand and say, I and

say your name, promise that I will nor tell secrets,
because if I do it hurts other peoples feelings and I
don't want to do that.

1:30

The teacher told me This is Julians last day of

school, therefore the class is a little chaotic. She
told me that Child Protective Services came in
earlier in the day and had to pull Julian out of the
class to ask him a few questions. Ever since then,
the class has been a little crazy, she says.

Why are Child Protective

Services taking Julian?
Why is this having such an
influence on the behavior of the
class?

Julian is leaving the school because

child services came in and are putting
him in a new home.

Telling secrets affected the classroom dynamic.

She had to take time out of her lesson to stop and
talk about this issue. It took away from her
teaching and also affected the students behaviors
toward one another.

4/1/14
1:40

4/11/14
1:10

1:15

4/17/14
1:10

The students were putting the papers away in their

mailboxes when Francis came over to me and
showed me his picture that he drew. The other boys
laughed and pointed at his picture. Fernando
responded, Dont make fun of my picture.
A high school boy came into the second grade
classroom. He was Franciss mentor. While Mr.
Berdict was working with the group that Francis was
in, his mentor sat behind him and encouraged him.
He answered three questions. When Francis would
lose focus and start drifting away from the group,
his mentor would tell him to pay attention and
would try to explain to him what Mr. Berdict was
saying. When Francis got one of the math questions
right that Mr. Berdict asked, his mentor gave him a
high five and encouraged him. Why is Francis the
only student in the class to have a mentor? How
does this benefit Francis?

Was Francis shoeing me the

picture for affirmation?
Do the boys make fun of Francis
often?

Was this because he of his

mentors presence?
The physical and social contexts in
which we develop are ecosystems
because they are constantly interacting
with and influencing each other.
Does this kind of interaction help
Francis learn better?

Why is Francis the only student

in the class to have a mentor?
How does this benefit Francis?

The teacher split the group into two groups. Those

who understood coins and those who were having
difficulty answering the questions on the worksheet
about coins. They were partnered off, one who
understood and the other who had a harder time
understanding. She said that the person who
understands coins will play teacher and are money
experts who will teach their partner about money.

Franciss mentor came in and pulled a seat up right

next to Francis. He then started to count Franciss
money with him. Francis had enough fake money to
buy the objects the teacher was selling, but he

Since Francis didn't ever raise his

hand, what could the mentor
have done differently in order to
motivate Francis?

(Pearson, p.280)

I saw that Francis participated more and would

try to answer questions.

wouldn't raise his hand. His mentor kept bumping

him in the arm to try and motivate him to raise his
hand.
4/24/14
2:15

Francis did not want to do the counting money

activity that the class was doing. So he went over to
Mr. Berdict and helped him put away and organize
all the fake money.
I saw him put the quarters in the quarter slot and
would ask Mr. Berdict if he put them in the right
spot.

Was this an unintentional way

that Francis can learn? Having
more one on one interactive
learning rather than doing things
in a whole class.

Before when I was working with a Francis in a

small group he couldn't tell me what a quarter
was or how much a dime costs. However, when
he was putting away the money, he didn't seem to
struggle as much and knew exactly what quarters
and all the other fake money were. I could tell
because he would show Mr. Berdict that this is a
quarter before putting it away.

VARIABLE: Memory
Date & Time
Keep dating your
entries. These are
running records
across the whole
semester.

Observations:
What Do I See?

Questions:
What do I Wonder?

Data Sources:
What Do I Know?

Judgments / Interpretation:
What Do I Think?

Factually describe what you observe/experience. Report, do not

interpret. Avoid adjectives that are ambiguous (ex. large, many,
small, etc.). Be detailed and use rich description.

Often, we understand incompletely.

Beginning to answer some questions may
raise multiple questions about what you
still dont understand. Identify those
here.

Make connections here to class discussion,

readings, outside research, information from
informants. Identify the source of information

Describe your developing judgments. Can you support these

with observations and other data sources? Consider your
knowledge, skill level, beliefs & values, and whether you need
more data.

1:25

The students were measuring things around the

classroom and the students seemed to have trouble
understanding what a centimeter was and what an
inch was. Therefore, to help them understand she
rhymed the words and used motions to so that they
could visualize.
For one inch she would say, This is an inch pinch
and open her fingers up an inch and then pinch her
fingers together.
For a centimeter, she would call it a centimeter
squish and then would show her fingers were close
together for a centimeter and then squished her
fingers together.

Does visualizing help the

students remember the material
better?

Some of them may show superior

visual short-term memory, while
others are great at retaining verbal
communication but not so good in
capturing visual fragments.
(Levine, p.97)

Here the teacher does a good job at explaining the

measurements, but then also gives visual
representation to those who are better with visual
memory.

2:05

One of the questions she asked is How tall is the

cabinet? The students did not answer so she asked
the other teacher who said he was six foot to go
stand by the cabinet. That way the students could
visualize how tall he was compared to the cabinet.
The cabinet seemed to be a foot taller that the
teacher so the class concluded that the cabinet was 7
feet tall.

3/6/14

4/17/14
1:40

The teacher played three youtube videos to the class

Short-term memory also serves as one

of our minds relay stations. As

that were about songs that had to do with money.

She related money (which they were learning about)
with a song. All of them chanted paly it again,
again.

chunks of data enter our minds, we

can send them to long-term memory
for later use, use them right away and
then forget them, or make use of them
and then save them for future use.
(Levine, p.94)

I think the song worked because when they were

working on their money worksheets I heard a few
kids singing the song to help them remember how
much a quarter cost.

VARIABLE: Gender
Date & Time
Keep dating your
entries. These are
running records
across the whole
semester.

4/24/14
12:45

Observations:
What Do I See?
Factually describe what you observe/experience. Report, do not
interpret. Avoid adjectives that are ambiguous (ex. large, many,
small, etc.). Be detailed and use rich description.

Questions:
What do I Wonder?
Often, we understand incompletely.
Beginning to answer some questions may
raise multiple questions about what you
still dont understand. Identify those
here.

Data Sources:
What Do I Know?
Make connections here to class discussion,
readings, outside research, information from
informants. Identify the source of information

Judgments / Interpretation:
What Do I Think?
Describe your developing judgments. Can you support these
with observations and other data sources? Consider your
knowledge, skill level, beliefs & values, and whether you need
more data.

The teacher split the class into boys and girls to play
a time game. After three round the winner will get
tickets
When the girls would make a mistake, the boys in
the class would start yelling, The girls made a
mistake! We get a point.
The teachers response to the boys yelling was, I
don't think you guys are being nice to the girls.

Was this simple comment

enough to stop the tension
between the girls and boys
during the game?

It seemed that the girls got frustrated when the

boys would yell out their mistakes.
After the teacher talked to the boys, they didn't
seem to yell as much and seemed more focused
on them getting the right answer than the girls
making mistakes.