INDIVIDUAL STUDENT OBSERVATION

Preservice teacher: Student first name, year level, context:

William Creeper Joseph, Year 5, Autistic

1.1: Physical, social and intellectual development and characteristics of students 1.3 Students with diverse linguistic, cultural, religious and socioeconomic
Graduate level: Demonstrate knowledge and understanding of physical, social and backgrounds Graduate level: Demonstrate knowledge of teaching strategies that are
intellectual development and characteristics of students and how these may affect responsive to the learning strengths and needs of students from diverse linguistic,
learning cultural, religious and socioeconomic backgrounds
4.1 Support student participation 5.2 Provide feedback to students on their learning
Graduate level: Identify strategies to support inclusive student participation and Graduate level: Demonstrate an understanding of the purpose of providing timely
engagement in classroom activities. and appropriate feedback to students about their learning.
Beginning placement observation: From my first initial observations of Joseph, I could instantly see that he
had specific ticks that were associated with his autism. Joseph finds it quite hard to stay seated at his desk
and will often walk around the classroom before being told to go sit down. When he becomes anxious or
frustrated, he retreats to his own doodling book where he will draw pictures before being reminded to get
back on task.

Quite the most confronting aspect of my initial observation of Joseph is his negativity. When marking his
weekly maths test, he had already written ‘0/25’ in the scoring section and added a few comments like ‘’I
suck’’.

Joseph tries to stay within the classroom at recess and lunch periods as I believe he doesn’t mix with any of
the kids at school and may not have

Interpretation of observation (student needs):

I believe Joseph needs some positive reinforcement to help deter him from writing negative comments
about himself. It would also benefit him drastically to begin socialising with his peers at recess and lunch
time. I think Joseph also needs continual engagement and to be given tasks that will keep him focused on
his work.

Pre-service teacher action:

I have begun giving Joseph subtle reminders that he is a bright student who submits good quality work. I
have acknowledged the comments he leaves on his maths tests and actually highlighted how his scores
don’t reflect his comments in the slightest.

Mid-placement observation:

Joseph remains to be a challenging student within the classroom who is very easily distracted, disengaged,
and un-motivated. When avoiding work, Joseph will almost always revert to drawing and do his best to hide
this from the teachers view. He has a very negative approach to his learning and can become very
disrespectful toward teachers. In a positive light, Joseph is very bright student. He has a creative mind and
excels in English. He is quite proficient in maths also.

Interpretation of observation (student needs):

I believe my approach to Joseph and his learning needs to be refined and taken a step back. I need to
appeal to his passions and capabilities otherwise I will lose his interest and not achieve a desired outcome.
However, in saying this, Joseph needs to understand that he cannot design his own learning. In some
aspects yes, but if I say this needs to be completed for maths, it needs to be completed, for example.
Essentially, Joseph needs to understand that he is the student, and I am the teacher.
Pre-service teacher action:

I am very much considering having a reward system put in place for Joseph where he can be awarded a
specific amount of time to doodle/draw if he has worked hard enough and achieved a reasonable amount
of work. He must then get back to task after this break.

End placement observation:

Interpretation of observation (student needs):

Pre-service teacher action:

Student outcomes:

Supervising Teacher sign/date Pre-service teacher sign/date