ASSIGNMENT 6 (Observing a student): Discretely observe one student in your assigned classroom

during an extended period of direct instruction.

Detail what was going on in the environment, and what you observed the student doing while the lesson
was being given. Make sure to document ALL behavior in relationship to what was being presented by the
classroom teacher. Please describe the setting, the lesson that was given, if the student was on task and
engaged in the lesson, and what you uncovered about putting yourself in a lesson from the student’s point
of view. >>>

To start the day, Harrison is in a specific reading group while Ms. Ostolaza teaches another
group. He must read the story and fill out a worksheet stating the title of the story and three
main facts. He is focused and does his work quietly. Ms. Ostolaza does not have to tell him to
get back on track. When Harrison finished his work early, he sat there doing nothing. Ms.
Ostolaza kindly reminded him that he can “keep growing his brain: by reading the next story to
get a head start. After reading, Ms. Ostolaza teaches math. During the math lesson students
will solve the problem on the smart board with their whiteboards. Harrison is focused on
solving the problem. Next, the students worked in their math workbook and had to solve
problems and show their work. Harrison was not focused and instead of doing math decided
to draw pictures in his workbook. Ms. Ostolaza noticed and told him that was unacceptable.
After working in their workbooks, they move to the floor by a small whiteboard where Ms.
Ostolaza teaches more math problems. They are working on adding and subtracting two-digit
numbers. The students would use their whiteboards and counters. During this lesson Harrison
was sitting near the back and was playing with his counters but eventually would solve the
problem. Ms. Ostolaza challenged Harrison and two other students by adding three-digit
numbers. After math, Ms. Ostolaza taught science. During science, Harrison raised his hand a
lot to share a thought he had rather than ask a question. In science, Ms. Ostolaza would have
the students discuss with their face partner or shoulder partner. Most of the time, Harrison
would not discuss anything with his partners and just sit there. When Harrison did not listen,
Ms. Ostolaza would tell him to look at what his neighbors were doing and directly tell him what
he needed to be doing. However, he still would not listen. So, when it came time to share their
answers, Harrison did not know the answer. Ms. Ostolaza tried to help by giving him hints to
the answer but Harrison still did not understand the answer.