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Observation Logs
CHILD

DAY OF THE
WEEK

CONTENT STRENGTHS AND/OR
WEAKNESSES

CHILD 1- “R”

9/12/16 – Monday

LA: The students were focusing on comparing two
fiction stories.

CHILD 1- “R”

9/15/16 –
Thursday

CHILD 1- “R”

9/19/16 – Monday

CHILD 1- “R”

9/22/16 –
Thursday

CHILD 1- “R”

9/26/16 – Monday

This student appeared to strongly dislike this series of
Miss Nelson books and refused to join the carpet for the
read aloud. Instead of completing the graphic organizer
he chose to sit at his desk with his arms crossed.
Math: The students were discussing odd and even
numbers
This child did well with this lesson, he helped out some
of his classmates. He seems to enjoy math, and by his
assessment grades, it is something that he is good at.
LA: The students are creating spelling words using
compound words.
The student offered “safety” as a suggestion but the
teacher told him that was not a compound word. He
didn’t raise his hand again and once he returned to his
seat he refused to write his spelling words for 13
minutes.
LA: The children were to be build mix and fixing their
spelling words before their test.
The child was wandering the halls, ripping work from
the walls.
Math: The students were using a number rack to show
addition problems adding to 10.

ADDITIONAL THOUGHTS
I think that the student was triggered by the
mean tones in the evil characters voice and
the way she treated her students. He refused
to speak to me about what he was feeling.

Perhaps I can incorporate his love for math
into other areas to relax him.

I feel as though he became angry after the
word he suggested was incorrect. Perhaps the
teacher could have corrected him in a softer
tone, but I don’t think she was harsh by any
means.

The child’s parents have been called but no
one has returned a phone call.

We haven’t got to get to math every day and
when we do it is at the end of class. I wonder

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CHILD 1- “R”

9/29/16 –
Thursday

CHILD 1- “R”

10/3/16 – Monday

CHILD 1- “R”

10/6/16 –
Thursday

CHILD 1- “R”

10/10/16 –
Monday

CHILD 1- “R”

10/13/16 –
Thursday

The child confidently offered up several answers and
raised his hand every time the teacher asked the class a
math problem.
LA: The students were putting a poem about Miss
Nelson into their poetry notebooks.

how much different his behavior would be if
we were able to begin the day with math.

I thought that starting with math would be
fun for him but most mornings he comes in
angry and says mean things to his
We began the day with a math worksheet that included
classmates, today was one of those days. He
some LA. The student seemed to come in very angry
refused to do work until after lunch because
and refused to do his work until after lunch time.
the teacher made him take his work to lunch.
Math: The students were doing story problems related to I can’t talk to him when he is upset. I’ve
Jack and the Bean Stalk.
tried letting him have his space to cool down.
But he has a hard time transitioning,
The child stayed in his seat and colored instead of
especially with his emotions.
joining the class for math. The teacher tried to redirect
him and invite him to the carpet but he refused.
LA: The students were working with adjectives to
The teacher rewarded the class with taste
describe apples.
testing with different kinds of apples. She
said that any students with a blue or red
The student seemed engaged. He added words such as
weren’t allowed to join the class, but she let
“juicy, sweet, and sour” when describing two different
two students who both had blues join. Both
kinds of apples.
of which are the students I do observations
of.
The child was absent from the classroom all day and left The student’s parent was brought into the
the school building without permission.
office and the student is not allowed to return
tomorrow.
LA: The students were focusing on creating an outline
I talked to the child and he says that he gets
for their personal narratives.
triggered by his classmates when they talk to
him like they are the teacher. Perhaps we
The student refused to do his work, he stood up and
should move the child to a space where he
flipped his chair and threw his papers off of his desk.
can feel alone enough to focus on what he

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When the teacher tried to intervene it progressively got
worse so she sent him to the ICE room to work.

CHILD
CHILD 2- “K”

DAY OF THE
WEEK
9/12/16 – Monday

CHILD 2- “K”

9/15/16 – Thursday

CHILD 2- “K”

9/19/16 – Monday

CHILD 2- “K”

9/22/16 – Thursday

CONTENT STRENGTHS AND/OR
WEAKNESSES
LA: The students were focusing on comparing
two fiction stories

needs to.

ADDITIONAL THOUGHTS
I’m not sure if the “mean teacher” is
supposed to resemble the one that we read
about in the story, or our cooperating teacher.

The student sat at his desk to listen to the story,
he later expressed his feelings on a “mean
teacher” later in his poetry notebook. His
writing is very neat, and he seems to form
sentences well.
Math: The students were discussing odd and
I talked with the child about how it’s not
even numbers
polite to make others feel bad for not
knowing things, but praised him for his
This student knows his odd and even numbers sharing of his knowledge during our carpet
well. He continuously blurted out “this is easy” time.
“I know this” “How do you not know this,
that’s easy!”
LA: The students are creating spelling words
I caught him slipping his page under
using compound words.
everyone else’s so that it appears as though
he is the first to complete his worksheets.
The student didn’t want to join the carpet, so
This is not the first time I’ve seen him do it. I
the teacher allowed him to sit in a chair beside think he develops a sense of pride from
me. He offered one word and then quickly
being the smartest in the class. Though he is
finished his worksheets once he returned to his smart in some areas, there are other students
seat.
at or above his level in the different subjects.
LA: The students are participating in
Once the child is triggered by something as
community writing for the story Volcano
simple as the teacher asking him to do

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Mouth.

CHILD 2- “K”

9/26 /16 – Monday

CHILD 2- “K”

9/29/16 – Thursday

CHILD 2- “K”

10/3/16 – Monday

CHILD 2- “K”

CHILD 2- “K”

10/6/16 – Thursday

10/10/16 – Monday

The child spent both LA and Math wandering
around the room.
Math: The students were using a number rack
to show addition problems adding to 10.
The student blurted out answers without
raising his hand multiple times. The teacher
reminded him of the story volcano mouth and
he refused to quit shouting out. She moved his
behavior chart to yellow.
LA: The students were putting a poem about
Miss Nelson into their poetry notebooks.
Math: The students were doing story problems
related to Jack and the Bean Stalk.
The child sat criss-cross without being
reminded (the teacher usually has to remind
him at least once per every carpet gathering)
and behaved perfectly.
LA: The students were working with
adjectives to describe apples.
The student was allowed to join the taste test
although he was in blue, and still sat in a seat
far away from the carpet continually shrugging
his shoulders saying “I don’t care” when the
kids would get excited about a new apple.
The student spent the day in the principal’s
office. He missed all content areas this day,

something twice he shrugs his shoulders and
says “I don’t’ care and then walks around the
room.” I have to find what motivates him so
that I can help him care.
Once the student is tested by the teacher, it
seems like a power struggle to me. She
doesn’t even have to request that he does
anything strenuous and he refuses. She asked
him to put his name at the top of his page
yesterday and he keeps turning in multiple
pages with no name now.

The teacher requested that his mother come
join the class to watch his behavior and he
behaved while she was in the room. This
makes me believe that though he may not
respect the cooperating teacher, he respects
his mother.
The teacher rewarded the class with taste
testing with different kinds of apples. She
said that any students with a blue or red
weren’t allowed to join the class, but she let
two students who both had blues join. Both
of which are the students I do observations
of.
Student’s parents were contacted once more
and a meeting has been arranged.

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CHILD 2- “K”

10/13/16 – Thursday

this is not the first day this has happened.
LA: The students were focusing on creating an
outline for their personal narratives.
This student created an outline and wrote his
own narrative in the time that most students
only filled out 3 facts. He exceeded the
expectations on this by far.

I asked him to create a fiction story in which
there was a problem and a solution. He
enjoyed the challenge and had me read it
afterwards. His penmanship was neat and his
thought were well put out. We didn’t allow
him to erase, so I got to see that he plans out
his sentences before writing them. Some
sentences he changed his wording in, so he
just drew a line in it.

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