Middle School Development Observations

Middle
School Developmental Milestone Rubric

6th through 8th Graders

Name of Observer: School:
Hunter Dansby Warsaw Elementary School

Class and Grade Observed: Date of Observation:

6th Grade Math November 29, 2017

Developmental Needs/Characteristics

Not Not
Physical Needs/Characteristics Observed Observed Applicable Comments
Become a little more clumsy as height X
and weight change quickly
Start showing uneven development in X S Many students still appear as if
skills like agility, balance, strength and they could be in the 4th or 5th
flexibility; may be able to run fast, but grade, while very few appear
not gracefully older than 6th grade.
Have a difference between body and X
brain growth; may be more mature
physically or emotionally
Experience fluctuations in basal X
metabolism causing restlessness and
listlessness
Need more rest since much energy is X
being used for growing
Mature at various rates of speed X
Are highly physical X
Overly concerned with bodily changes X Most of the students are not
and sexual development overly concerned with their
bodily or sexual development.
The culture of the class was
more similar to a 5th grade
classroom than a 7th grade
classroom.
Lacking in good nutritional habits X


Not Not
Intellectual Needs/Characteristics Observed Observed Applicable Comments
Are highly curious (Questions things) X This was an extremely curious
group of students – it was our
compacted (honors level) math
class and many were debating
over how to best solve a
particular problem on the
board.
Prefer active to passive learning X Students eagerly wanted to
experiences participate on the board.
Related to real-life problems and X Students practiced with the

situations (Want to contribute and teacher visualizing their
make money) problems in real life and were
successful at this endeavor, for
the most part.
Egocentric (self-centered) X
Begin developing a worldview, X .

including a basic set of values
Enjoy human behaviors X p
Seek constant approval and X These students were adamant to

reinforcement know whether they were right
or wrong after each problem
they solved.
Intellectually curious about the real X
world

Not Not
Psychological Needs/Characteristics Observed Comments
Observed Applicable
Erratic and inconsistent in behavior X
Highly sensitive to criticism X
Moody, restless, and self-centered X
Optimistic and hopeful X Students were eager solving

their problems and were
typically optimistic when they
could not immediately figure
out what they did wrong.
Bow to peer pressure to be liked X
others; have experiences with bullying
Experience mood swings X
Seek independence X Students are beginning to seek

independence, but their urge to
impress their peers was not
fully developed yet.
Emotionally vulnerable; highly X
sensitive to the opinions of others


Not Not
Social Needs/Characteristics Observed Observed Applicable Comments
Rebellious towards authority figures X Very respectful and willing to
(i.e., parents, teachers, administrators) change behavior when
redirected.
Confused and frightened by new X
school/social settings
Fiercely loyal to peer group values X Fiercely loyal to friend group
and willing to help each other
when necessary.
Often aggressive and argumentive X
Need frequent affirmation of love X

from adults
Exhibits immature behavior X Typically giggles here and there,
one boy started uncontrollably
laughing which was a
distraction to the class.
Tend to overreact when criticized or X
embarrassed
Experiment with new identities X


Moral & Ethical Observed Not Not Comments

Needs/Characteristics Observed Applicable
Idealistic X
Have strong sense of fairness X
Reflective and introspective in X

thought and feelings
Confront moral and ethical questions X
head on
Ask large ambiguous questions about X Students were anxious to solve
the meaning of life every problem correct and see
the bigger picture that the
problem represented.
Show compassion for underdog X
situations and environmental issues
Impatient with pace of change X
Slow to acknowledge own faults and X When redirected, most students

flaws attempted to excuse their
misbehavior or blame one of
their peers.
Comments: What a wonderful class to observe. I was incredibly impressed with the teacher’s
organization and preparedness. Her students knew exactly what to expect every class. Her warm up
was clearly displayed on the board with yesterday’s warm up answers posted on the margin.
Students were writing their warm up in their journals while at the same time trying to figure out
how to correct the previous day’s warm up if they missed anything. This was a jovial class, lots of
chatter and laughing but for the most part, their talking and arguing revolved around the content.
Students appeared to show little concern for what their peers thought about them or their answers. I
am not so sure that this was a symptom of their young adolescent development, but rather the
culture the teacher established in the classroom community.
Hunter L. Dansby November 29, 2017

Signature Date
Middle School Developmental Milestone Rubric

Hunter Dansby Warsaw Elementary School


8th Grade Science Monday, November 27, 2017


Not Not
Start showing uneven development in X
skills like agility, balance, strength and
flexibility; may be able to run fast, but
not gracefully
Have a difference between body and Students (especially the males)
brain growth; may be more mature X exhibit far more physical
physically or emotionally maturity than emotional or
social maturity.
listlessness
Need more rest since much energy is
being used for growing X
Mature at various rates of speed X 8th Graders vary in height and

weight, and are undergoing
puberty at various stages.
Are highly physical X Students frequently touched
each other and roughhoused.
Overly concerned with bodily changes X Students are egocentric and
and sexual development display that they think
relatively high of themselves.
Lacking in good nutritional habits X Several students were observed
having extra-large bags of chips
and soda in their book bags


Not Not

Are highly curious (Questions things) X
Prefer active to passive learning X Students were fidgety and

preferred the station that had a
experiences
mini lab component
Related to real-life problems and X Students frequently blurted out
“what if” kind of questions and
situations (Want to contribute and
asked about similarities to
make money)
connections and experiences they
have made and lived.
Egocentric (self-centered) X Students display the sentiment that
they think highly of themselves,
although that may not be true
inside.
Begin developing a worldview, X Develop a sense of true fairness
and equality.
Enjoy human behaviors X
Seek constant approval and X Students enjoyed getting their

answers correct and receiving
reinforcement
positive teacher comments.
world


Not Not
Observed Applicable

Highly sensitive to criticism X Although they like to “play it cool,”

they seek affirmation from adults
and peers and dislike criticism.
Optimistic and hopeful X
Bow to peer pressure to be liked X Students would respond defiantly

others; have experiences with bullying to teacher or make jokes in order
to elicit laughs from their peers.
Seek independence X

Emotionally vulnerable; highly X The opinions and words from

peers elicited heavy reactions.


Not Not

Rebellious towards authority figures

X
(i.e., parents, teachers, administrators)
Fiercely loyal to peer group values X “You’re a snitch” was a quote I
heard often in class regarding
students who tattled on one
another.
Often aggressive and argumentive X When told to be quiet, students
aggressively responded with “I did
not do anything” followed by
frustration and isolation.
Need frequent affirmation of love X
from adults
Exhibits immature behavior X Without knowing they are acting
immature, students will do
immature actions in order to elicit
reactions from their friends.
embarrassed

Experiment with new identities

X




Idealistic X
Have strong sense of fairness X Students frequently discussed

what they thought was fair,
specifically in terms of
discipline within the class.
head on
Ask large ambiguous questions about X I know middle school students
the meaning of life definitely think about and ask
deep, thoughtful questions
about purpose, but I did not
observe this during this
classroom observation.

Show compassion for underdog

X



Slow to acknowledge own faults and X When redirected, students

flaws were quick to deflect blame and
flee taking responsibility.
Comments:
It was obvious students wanted their independence in class and would act in such a way that would
bring positive attention from their peers. Students are various heights and weights in the class and
are very touchy with each other, whether in an affectionate way or in an aggressive “roughhouse”
way. About half of the students were engaged with the science material while the other half was
busy sidetracked and talking with their peers. There was a lot of giggling taking place during the
class which resulted several times with a student acted out in frustration or aggression. Overall, I
am not convinced students were learning.
Hunter L. Dansby________ _____ _November 27th, 2017________

Signature Date


Leaundra Clay Kenansville Elementary (K-8)


Social Studies 6th Grade November 14th, 2017


Not Not
Become a little more clumsy as height
and weight change quickly X Student tripped while trying to
get a pencil from off the floor
Start showing uneven development in
skills like agility, balance, strength and X
not gracefully
Have a difference between body and
brain growth; may be more mature X
Experience fluctuations in basal
metabolism causing restlessness and Student is paying attention to
listlessness others more than their task at
X hand. Student is constantly
moving but not completing
what they need to have done
Are highly physical Students are constantly

X swinging their feet from their
chairs looking to channel their
energy
Overly concerned with bodily changes X
and sexual development


Not Not

Prefer active to passive learning X

experiences
Related to real-life problems and X
make money)
Egocentric (self-centered) X Student thought it was okay to

walk across the room and interrupt
class even though they knew that
was not the classroom expectation
Begin developing a worldview, X Students are learning about
Mesopotamia and are comparing
their contributions to our society
today
Enjoy human behaviors X Students are eager to talk.
Seek constant approval and X The students get excited when

they hear their teacher give them
reinforcement
positive reinforcement
world


Not Not
Observed Applicable
Bow to peer pressure to be liked X

others; have experiences with bullying
Seek independence X



Not Not
Rebellious towards authority figures X
Fiercely loyal to peer group values X Student did not want to tell the
teacher who was talking out in the
hallway because they would be
seen as a snitch
Often aggressive and argumentative X Student wanted to be combative
with the teacher once he was told
he was in the wrong in the wrong
Need frequent affirmation of love X Teacher was constantly having to
from adults positively narrate the class to keep
them on track
Exhibits immature behavior X
Tend to overreact when criticized or X Teacher corrected a students

embarrassed behavior in which he turned red
afterward




Idealistic X

head on
Ask large ambiguous questions about X
the meaning of life


X

Slow to acknowledge own faults and X Although it was clear student

flaws was in the wrong, the student
still was unable to acknowledge
what they had done
Comments:
Students were engaged in a whole group, interactive, social studies lesson. Students were engaged
and on-task, but still exhibited attention seeking behaviors throughout the lesson. The teacher did a
good job ignoring the students who wanted the attention. After the teacher stopped acknowledging
the student, the class soon followed and the student calmed down.
Leaundra Clay________ November 14th, 2017

Signature Date

Leaundra Clay Kenansville Elementary (K-8)


Science 7th Grade November 28th, 2017


Not Not
Become a little more clumsy as height
and weight change quickly X
Start showing uneven development in
flexibility; may be able to run fast, but X
not gracefully
Have a difference between body and
brain growth; may be more mature X
listlessness
Mature at various rates of speed



Not Not

Prefer active to passive learning X Students enjoyed creating a project

on ecosystems
experiences
Related to real-life problems and Students were able to explore one
X of the five ecosystems
make money)
Egocentric (self-centered) X Students were concerned about

their needs being met even if it was
inconvenient for the class or the
teacher
Begin developing a worldview,
Enjoy human behaviors X Students seemed to wake up when
they were able to turn and talk to
their neighbors about their
projects
Seek constant approval and
reinforcement
Intellectually curious about the real X Students were intrigued by the
different types of organisms within
world
the environment


Not Not
Observed Applicable

Highly sensitive to criticism X Student was upset that the teacher

suggested the student reformat
their project
Moody, restless, and self-centered X Student moved frequently during
the class
Optimistic and hopeful
Bow to peer pressure to be liked

others; have experiences with bullying X
Seek independence X




Not Not

Rebellious towards authority figures

X
Fiercely loyal to peer group values X
Often aggressive and argumentative X
Need frequent affirmation of love X Student was seeking attention

from adults from both peers and the teacher
Exhibits immature behavior X

embarrassed

Experiment with new identities

X




Idealistic X

head on
the meaning of life


X


Impatient with pace of change X Teacher pushed students to

finish their project students
were irritable saying they feel
rushed

Slow to acknowledge own faults and X

flaws
Comments:
Students enjoyed the being able to use the internet to explore and create something of their own.
During this observation I noticed that students were more concerned about making their peers laugh
than the consequences that they would face if they got in trouble.
Leaundra Clay________ November 28th, 2017

Signature Date

Cassandra Haddock Martin Millennium


8th Grade Science 12/4/17


Not Not
not gracefully
Have a difference between body and X .
brain growth; may be more mature
Experience fluctuations in basal X Although I cannot physically
metabolism causing restlessness and observe the fluctuations in
listlessness basal metabolism the students
were restless during the lesson
and drifted off task.
Overly concerned with bodily changes X While students were working

and sexual development on chromebooks, a female
student turned on the camera
and used it as a mirror


Not Not

Are highly curious (Questions things) X Although this was a Science

lesson, they begin with
watching CNN student news.
The students questioned
several events discussed and
the teacher was able to
extend their learning
Prefer active to passive learning X Although the students were
experiences engaged in passive learning
while the teacher was
facilitating, the engagement
level increased when they
experienced hands-on active
learning
Related to real-life problems and X During the lesson, students shared
their experiences with rivers and
make money) oceans and discussed the bio
benefits and how to capitalize off of
the bodies water
Egocentric (self-centered) X Students wanted to be heard-they
wanted to make sure they got a
chance to share whether it was
their time or not
Begin developing a worldview, X
Enjoy human behaviors X Students worked with their peers
and engaged in healthy, happy
learning
Seek constant approval and X Students worked extra hard for
DOJO points which is a rewards
reinforcement
system
Intellectually curious about the real X Students asked questions about
how and why things work the way
world
they do


Not Not
Observed Applicable

Erratic and inconsistent in behavior X The behaviors were

consistent
Moody, restless, and self-centered X A couple of students were restless

during the lesson, they sighed a lot
and sometimes put their heads
down.
Optimistic and hopeful X Students were expressive in their
learning
Bow to peer pressure to be liked X Some students got off task
others; have experiences with bullying because their peers were off task
Seek independence X

Emotionally vulnerable; highly

X


Not Not

Rebellious towards authority figures Not observed during this

X
(i.e., parents, teachers, administrators) observation

Fiercely loyal to peer group values X Although there are cliques in the
8th grade, during the lesson,
students were working and cliques
were irrelevant
Often aggressive and argumentative X This group of students were not
aggressive or argumentative; their
conversations were more
debatable
Need frequent affirmation of love X The students welcomed the love
from adults and praise displayed by their
teacher
Exhibits immature behavior X The majority of the students were
on task and displayed appropriate
behaviors; however there were 2
students who exhibited immature
behaviors such as laughing or out
of seat walking around/off task
embarrassed




Idealistic X Students shared many ideas

during lessons within their
groups
Have strong sense of fairness X Students held each other
accountable for their part of
their group work
head on
the meaning of life


During the CNN Student
X news, students empathized
with the people affected


Slow to acknowledge own faults and X The students who were off
flaws task initially said “We are
working” then they did own
up to not following class
expectations.
Comments:
__The 8th grade Science class were mature for the most part. They had strong opinions and worked
well with peers. They were engaged and curious about learning. They took ownership of their
behaviors and held each other accountable. They were compassionate and optimistic.

Cassandra Haddock Martin Millennium


Science 6th Grade 12/4/17


Not Not
not gracefully
Have a difference between body and X Some of the students are
brain growth; may be more mature physically and emotionally
physically or emotionally more mature than they
demonstrate academically.
Experience fluctuations in basal X Although I cannot physically
metabolism causing restlessness and observe the fluctuations in
listlessness basal metabolism the students
were restless during the lesson
and drifted off task.



Not Not

Are highly curious (Questions things) X Students did not display

curiosity of lesson but in
their conversations amongst
each other, they question
everything
Prefer active to passive learning X While engaged in teacher led
experiences discussion, some students were
over task, talkative, disengaged.
However, when they finally got
to complete their lab, they were
more engaged.
Related to real-life problems and X
make money)
Egocentric (self-centered) X
Begin developing a worldview, X

Enjoy human behaviors X Some students were very reactive
to many of the inappropriate
behaviors; whether they
responded or laughed. They seem
to enjoy the inappropriate
behaviors more so than
appropriate ones.
Seek constant approval and X The students who were on task,
continued to work when the
reinforcement
teacher would make comments
such as “I like how….”
world


Not Not
Observed Applicable

Erratic and inconsistent in behavior X The behaviors were

consistent
Highly sensitive to criticism X When some students were
redirected, they became defensive
Moody, restless, and self-centered X Some students were restless
during the time the teacher was
going over the “do now” activity.
Bow to peer pressure to be liked X Some students would yell out or

others; have experiences with bullying make inappropriate comments
then turn to their peers seeking a
reaction
Seek independence X Some students wanted to change

their seats and work alone

Emotionally vulnerable; highly X Some students struggle with self-

sensitive to the opinions of others concepts. They seek feedback from
their peers and respond in a
reactive approach versus proactive.


Not Not

Rebellious towards authority figures Some students refused to follow

X
(i.e., parents, teachers, administrators) the directions of the teacher and
the teacher stepped out to call the
parent and the student talked to
the parent in a disrespectful tone.
Fiercely loyal to peer group values X This class has groups/cliques and
there is evidence of a racial divide
among the groups. This class
demonstrate inferiority vs
industry-there was a back and
forth power struggle between the
groups that were racially divided.
Often aggressive and argumentative X I did not observe aggressive
behaviors but I did notice students
being argumentative with teacher
and peers
Need frequent affirmation of love X Although this was not observed,
children at this age constantly seek
from adults and need affirmation from adults
Exhibits immature behavior X Students were yelling across the

classroom, making inappropriate
noises seeking attention of peers
Tend to overreact when criticized or X When student was redirected, the
embarrassed student responded with”what did I
do?” and began to get an attitude
with the teacher.




Idealistic X

Confront moral and ethical questions X The teacher asked two
head on African American male
students to sit up on the
carpet but did not ask a white
female student to sit up.
The students question the
teacher and insisted that was
not fair.
the meaning of life


X



Slow to acknowledge own faults and X Some students did not want
flaws to take ownership for their
actions. Their response was
“what did I do and I did not
do nothing”
Comments:
The 6th grade Science class was mostly passive learning. The students were not as engaged. As a
result, they drifted, became moody, and listlessness. The demonstrated immature behaviors and
refused to take ownership of their actions. Most of the students seeked attention from their peers.
After an inappropriate behavior their eyes would always land on specific peers and they wait for a
reaction

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Middle

School Developmental Milestone Rubric

Class and Grade Observed: Date of Observation:

Are highly physical X

Related to real-life problems and X Students practiced with the

Begin developing a worldview, X .

Seek constant approval and X These students were adamant to

Highly sensitive to criticism X

Moody, restless, and self-centered X

Optimistic and hopeful X Students were eager solving

Seek independence X Students are beginning to seek

Need frequent affirmation of love X

Moral & Ethical Observed Not Not Comments

Have strong sense of fairness X

Reflective and introspective in X

Slow to acknowledge own faults and X When redirected, most students

Hunter L. Dansby November 29, 2017

Class and Grade Observed: Date of Observation:

Mature at various rates of speed X 8th Graders vary in height and

Are highly curious (Questions things) X

Prefer active to passive learning X Students were fidgety and

Seek constant approval and X Students enjoyed getting their

Erratic and inconsistent in behavior X

Highly sensitive to criticism X Although they like to “play it cool,”

Optimistic and hopeful X

Bow to peer pressure to be liked X Students would respond defiantly

Emotionally vulnerable; highly X The opinions and words from

Rebellious towards authority figures

Experiment with new identities

Moral & Ethical Observed Not Not Comments

Have strong sense of fairness X Students frequently discussed

Show compassion for underdog

Impatient with pace of change X

Slow to acknowledge own faults and X When redirected, students

Hunter L. Dansby________ _____ _November 27th, 2017________

Class and Grade Observed: Date of Observation:

Are highly physical Students are constantly

Are highly curious (Questions things) X

Prefer active to passive learning X

Egocentric (self-centered) X Student thought it was okay to

Seek constant approval and X The students get excited when

Highly sensitive to criticism X

Moody, restless, and self-centered X

Optimistic and hopeful X

Bow to peer pressure to be liked X

Emotionally vulnerable; highly X

Tend to overreact when criticized or X Teacher corrected a students

Moral & Ethical Observed Not Not Comments

Reflective and introspective in X

Show compassion for underdog

Slow to acknowledge own faults and X Although it was clear student

Leaundra Clay________ November 14th, 2017

Class and Grade Observed: Date of Observation:

Are highly physical X

Overly concerned with bodily changes X

Are highly curious (Questions things) X

Prefer active to passive learning X Students enjoyed creating a project

Egocentric (self-centered) X Students were concerned about

Erratic and inconsistent in behavior X

Highly sensitive to criticism X Student was upset that the teacher

Bow to peer pressure to be liked

Emotionally vulnerable; highly X

Rebellious towards authority figures

Hunter L. Dansby____ _ _November 27th, 2017________