CHILD Day of the WEEK with Content: Strengths and/or
DATE Weaknesses (observed learning style, S/E)
(choose 1 or 2 days per Name the content area and
week depending on days in state only what you observed
the field) (hear and see)
Observation 1
Child 1 Thursday February 6th Math- focus is on identifying
shapes and their attributes
Student loses focus and
transfers attention to the boy
sitting closest to him. He can
answer the questions
focusing on the lesson when
being redirected. He can
identify congruent shapes
and compare different
shapes.
Child 2 Thursday February 6th Math-focus is on telling time
using analog clocks
Student becomes frustrated
quickly and struggles to
follow along with the class.
When becoming frustrated
he breaks objects from within
his desk. Student is able to
answer the questions when
being directed one on one
and extra prompting and
guidance.
Observation 2
Child 1 Monday February 10th ELA: focus is on writing
Distracts other students by
making noises such as
whistling or clicking. Student
writes his e’s backwards and
rushes to get writing done
making it difficult to read.
Student can quickly answer
prompts with efficient
sentence structure, but
struggles to differentiate
between short and tall
letters.
Child 2 Monday February 10th ELA-focus is on writing in
journals
The student was
Additional Thoughts:
You may now add some
personal interpretation here.
Student engages in hands on
learning more efficiently than
discussions and following along
with the teacher. Student has
ADHD but is not medicated. He
prefers to sit next to one
student in particular because
they wrestle together, and he
attempts to talk to him while
they are on the carpet.
Student appears to be
concerned with anything that
other boys in the class have to
say whether it involves him or
not. How his entire day goes
completely depends on how his
morning goes. When he starts
with a good day, he has a
positive attitude and is ready to
learn.
Student enjoys wrestling and
shows this interest by getting
up from his seat and practicing
wrestling stances. When
prompted to rewrite his
sentences neatly, he is able to
do this but appears to struggle.
This student arrives in the
classroom later than most of
the students so he does not
 procrastinating writing by
talking to any of the students
in close proximity to him.
With assistance from the
teacher or teacher candidate,
he is able to form simple
sentences, but requires a
longer time than most
students. Student takes his
time to have neat
handwriting.
Observation Three
Child 1 Tuesday February 18th Math-focus is on addition
Student 1 would frequently
get out of his seat. He
required extra prompting to
stay on task, but he gets his
tasks done. He appeared to
try to rush through the
addition with no concern of
being neat. He is able to
quickly answer the questions
verbally.
Child 2 Tuesday February 18th Centers-focus is on addition
Student is raising his hand
and did not interrupt the
instruction today. He was
eager to share and answer
questions and followed
directions nicely. When
confronted with a difficult
equation, he did not yell at
himself and he tried two
different strategies to solve
the problem.
Observation Four
Child 1 Monday February 24th Centers- focus is on addition
Student would get up from
his seat and would only sit
back down after being
directed to do so by a
teacher or teacher candidate.
When becoming bored he
hits the iPad and throws
pencils. When working one
on one with the teacher
candidate he is able to
have as much time for free
time in the beginning of the
day. Student is very talkative
and will not hesitate to ask
questions or make his concerns
of the classroom and other
students known. Student
appears to engage more in
hands on materials rather than
paper and pencil.
The student sits in the corner
of the classroom in hopes that
he does not distract other
students as easily. It is okay if
he stands or sits as long as he is
working and not being
disruptive. When being told to
take a stick away as part of the
behavior plan, he laughs and
does not care.
He had a very good day today
and ended on orange which
means he did outstanding.
Typically, whenever he
becomes frustrated, he says
mean things about himself such
as “I’m just the biggest dumb
kid there is.” Today he turned
his questions into answers and
kept a positive attitude.
Student appears to be bored
when engaging in work that
includes pencil and paper or on
the iPads. When engaging in
the centers with hands on
activities, he demonstrates
more appropriate behavior.
 explain his answers and work
efficiently. When engaging in
centers with games or play
dough he still talks, but he
works at his tasks at the
same time.
Child 2 Monday February 24th Math-focus is on addition
Jaidyn was supposed to be
cutting and pasting to solve
addition equation but instead
he cut his shirt and became
very angry with himself and
everyone around him. He
was reluctant to complete his
work. He needed to be
redirected frequently in
order to complete the
activity.
Observation 5
Child 1 Tuesday March 3rd Centers-focus is on a math
addition game (bingo)
He is engaged in adding
when it is his turn and solves
addition equations that asks
him to add three one digit
numbers. When it was not
his turn he would stand up,
turn around, and touch the
objects in close proximity to
him. He used mental math
and did not use his fingers to
count and add.
Child 2 Monday March 2nd ELA- focus is on writing in
journals
The student is taking his time
to write neatly, but is not
considering the time allotted
for this activity. He ends up
falling behind and needs one
on one help to copy the
model. He is taking his time
to write well and do it right.
The student asks questions
for clarification but zones out
when he does not have
Student 2 appeared to have a
tough morning which had an
impact on his entire day. The
teacher candidate even had to
take him into the hallway on a
walk to get him to calm down
and gather himself again.
Whenever he has a bad day, it
is not often that it can be
turned into a good day which
effects how much effort he
puts into activities and
instruction throughout that
day.
Student 1 started his day on
orange. It appears that this
may have impacted his day
causing him to demonstrate
more appropriate behaviors.
He completed all of the
activities and would follow
directions more efficiently.
Student 2 was able to engage
in more hands on activities
today such as manipulatives,
play dough, and coloring. There
were also more brain breaks
than usual which appeared to
help not only student 2, but all
of the students in the
classroom stay focused.
someone to work with him
one on one. By the end of
instruction, he was more
focused on pulling out his
loose tooth.