Kylie Kuhn

Observations/Get to Know You Log

Alternative Ways I Got to Know My 2 Students

Throughout the semester, I’ve been able to get to know my two students other than

Observations. For instance, since my first day in the classroom I was able to start building

relationships through an introduction activity to get to know the students. My introduction

activity was a Would You Rather Jenga Game, where I could see what my students’ interests are

and bond over getting to know them and possible common interests. Additionally, I have spent

more time getting to know them through various interactions, such as through my daily center,

various recess activities, and through my daily teachings. As a whole, I’ve been able to build

community and relationships with my students thus far, and I am excited to continue to do that

throughout the rest of the semester.

As I’ve gotten to know all of my students, I made note of Student 1 and Student 2.

Student 1 is a very kind, well mannered, dedicated, and passionate boy. While he is diagnosed

with a learning disability (LD), he is a very determined student who is a very hard worker. He

loves learning and shows enthusiasm and grit during every lesson. Student 2 is a very

charismatic, high spirited, and funny young girl. She loves to joke around with her classmates,

shows excitement in some activities, and shows a good drive for learning. Sometimes she

becomes distracted with her neighbors and having conversations, but she will quickly come back

on task after redirection.

 16 total Observations (8 for Student 1, 8 for Student 2 Per Slides and Written
Requirements)
Assess Learning P to 2 Classrooms Log

Day of the WEEK Content: Strengths and/or Additional Thoughts:

CHILD with DATE Weaknesses (observed learning style, S/E) You
(choose 1 or 2 days Name the content area and state only may now add some personal
per week depending what you observed (hear and see) interpretation here.
on days in the field)

Child 1: 1 Math: Eureka Math Curriculum Knowing that this student is on

Week One an IEP with an identified learning
(SPED) Wednesday, 1/31/24 Upon the teacher instructing the disability, I understand that there
students to turn to the designated are deficits he has in Math.
page number, he immediately Throughout this lesson, I noticed
gets out his workbook and turns to that he seems to have a
that page number and gets his multimodal learning style. He
pencil out. He then turns his body watches the board and the
towards the teacher to listen and teacher very closely for visuals,
puts his focus on her. Today, they and listens very intently for the
are focusing on solving double teachers verbal cues and
digit addition and subtraction teachings. I also feel that he
problems with the utilization of would benefit from some
different strategies, such as the manipulatives to help him
arrow method, picture method, deeper understand math
expanded form, etc. As the concepts, such as base 10
teacher lectures, the student blocks to help represent picture
watches and listens intently. When form in a tangible aspect.
instructed to copy something
down, he quickly does so and
shows all of his focus on her and
what she is teaching. He does not
raise his hand to volunteer
answers, but he will shout out
whenever she asks them to as a
class.

Child 1 2 Reading: myView Literacy Knowing that this student is on

Week One
(SPED) Wednesday, 1/31/24 The teacher instructs the students
to turn to the first page in their
packet. When the teacher
instructed them to turn to the
correct page, he immediately
turned to the correct page and
promptly put his pencil in his hand
and turned his body towards the
board to focus on the teacher
completing the packet. When the
an IEP with an identified learning
disability, I understand that there
are deficits he has in decoding
and grade level activities.
Throughout this activity, I noticed
that he seems to have a
multimodal learning style. He
intently looks at the board for
visuals, and he actively listens to
the teacher for her verbal cues
and directions. I also feel that
 teacher asks questions, he this student would benefit from
intently listens to her and his body tactiles/manipulatives to aid in
language shows that he is actively the learning process, and this
listening. When the teacher would appeal better to a
instructs them to shout out the multimodal learning style. He
answers, he seems to be hesitant seems to be very secure in
to shout out, as his response is taking constructive criticism
delayed after everyone else when he is wrong, he always
responds. He does not always get fixes his mistakes and positively
the answer right when identifying takes the feedback.
consonant patterns, but he will
correct himself and erase
anything he wrote wrong when
asked to independently
practice/answer. At points, he
moves around in his chair and
gets up to blow his nose, but he
immediately gets back to work
following this to refocus. He does
not negatively shout out or
respond to the teacher at all.

Child 2 1 Math: Eureka Math Curriculum Knowing that this is a general

Week Two
(Gen-Ed) Monday 2/5/24 To start the lesson, the teacher
instructs the students to turn to
the exit slip portion of their lesson
packet. The student quickly turns
her packet to the correct page
number and gets her pencil out of
her desk to start the lesson. The
teacher then asks questions
pertaining to what strategy they
should use to solve the problem
given, which is a three digit
addition problem. I can actively
see her searching her head for
the appropriate strategy to use,
but she does not raise her hand.
She sits and remains at her seat
quietly while her classmates share
what strategy to use. Throughout
the lesson, she does not raise her
hand more than once, but she will
copy the strategies and listens
intently to the teacher giving
instruction.
education student, I was
investigating what strengths and
needs she may have. As I
observed her today I felt that she
seemed more receptive to an
auditory learning style. As the
teacher explained how to
perform the problems and utilize
the strategies, she intently
listened and practiced doing so. I
also feel that she benefited from
the use of visuals and may do
well with manipulatives to give a
tangible representation of the
strategies and their applications.
Child 2 2 Reading: myView Literacy
Week Two
(Gen-Ed) Monday 2/5/24 To start the lesson, the teacher
instructs the students to turn to
the last two pages of their packet.
Upon directions, the student takes
the packet out and looks around
to her neighbors to be sure of the
right page number. She then
takes her pencil out of her desk
and aggressively puts it on the
desk and then into her hand. She
does not immediately look at the
board, but she does so when the
teacher starts to talk. The packet
today is focusing on reading
comprehension and finding the
evidence in the text to answer
questions. When the teacher
directs them to write something on
their paper and models it on the
board, she intently looks at the
board and copies it down. She
also listens intently to the teacher
talking. When the teacher asks
the class to answer questions,
she sometimes shouts out when
not asked to, breaking the raising
their hand rule. The teacher
addresses this and she
immediately laughs and says “my
bad” to correct herself. There
does not seem to be an ill intent
when she does so.
Day of the WEEK Content: Strengths and/or
CHILD with DATE Weaknesses
(choose 1 or 2 days Name the content area and state only
per week depending what you observed (hear and see)
on days in the field)
Knowing that this is a general
education student, I was
investigating what strengths and
needs she may have. Upon
conversing with the mentor
teacher, it seems she struggles
in both Math and Reading but is
close to grade level. I feel that
her observed learning style
today is multimodal with a focus
on auditory and visual learning.
She instantly looks to the board
when the teacher shows/creates
visuals, and she intently listens
to the teacher teach, and she
sometimes needs repeated
directions and verbal cues.
Based on my current
observation, she seems to get
off task at times but she can
positively take the redirections
and disciplines and gets herself
back on track.
Additional Thoughts:
(observed learning style, S/E) You
may now add some personal
interpretation here.
Child 1 3 Reading: Simple Solutions
Week Three Phonics Morning Work
(SPED) Monday 2/12/24
Upon the teacher starting, the
student immediately switches his
direction and posture to meet the
teacher at the board. He sits with
his pencil in one hand, and then
his other hand on his face with his
feet slightly up in the air. He raises
his hand at times to answer, upon
answering he more often than not
gets the wrong answer. When he
gets the answer wrong, he does
not become discouraged, he will
correct himself and listen to
another student providing the
answer. Sometimes, he is able to
produce the right answer but he
seems to struggle to get there
because there is a pause (short or
long) before he answers. When
the group is instructed to answer
as a whole, he will answer
verbally and show some
enthusiasm to answer with a
happy tone. When the teacher
writes things on the board, he
promptly will write what he is
supposed to on his paper.
The student seems to struggle
with vowels and vowel patterns.
Today, he is struggling with
phoneme segmenting and
deletion/substitution. When he
raises his hand to answer the
questions, he seems to pick the
wrong vowel majority of the time.
Although, he does get it right
sometimes. Sometimes when he
raises his hand, he seems to be
unsure as there are some
moments where he pauses
before he raises his hand and
then may go back and forth
between putting it back up and
putting it back down. His
observed learning style today
seems to be multimodal. He
intently listens to the teacher as
she teaches, but he also intently
looks at the board to the visuals
and her writing (auditory and
visual). Additionally, he is
provided graphic organizers and
tactiles that provide the
kinesthetic style and more
visuals to the learning.

Child 1 4 Math: Simple Solutions Morning The student’s observed learning

Week Three Work style today seems to be
(SPED) Monday 2/12/24 multimodal. Across the board, he
The student intently watches the seems to have a multimodal
teacher at the smartboard. He is learning style. He needs the
sitting with his body facing the visuals or pictures to help him
smartboard with his pencil in hand represent math problems,
and paper slightly off his desk to tactiles and manipulatives help
write more optimally. He quietly him as well. The teacher makes
raises his hand to answer certain sure to explicitly give him
questions, and quickly writes the number lines and emphasizes
answer to the problems. He the usage of fingers to count on
monitors his answers and erases or backward. When the student
them if they’re wrong. He only got gets the answer wrong, he
up out of his seat a few times to shows the determination to get
blow his nose, but he immediately the answer right and correct
got back to work. He seems to himself. As mentioned, he
struggle slightly with problems demonstrates some
related to time and arrays. He metacognition strategies related
 does not seem to answer his hand to monitoring his answers.
when he is not confident in his
answer, but he will raise his hand
when he has any questions. The
student raises his hand to answer
many number sense problems,
like reading equations and
addition/subtraction problems. At
times, he gets the wrong answer
but he corrected himself, showing
metacognition strategies.

Child 2 3 Reading: Simple Solutions Today the student seems to be

Week Four Phonics/ELA Packet
Monday 2/19/24
Upon the lesson starting, the
student takes out their packet to
start. When the teacher started to
teach, she immediately asked
what page they were on by
shouting out, and the teacher
immediately reminded her to raise
their hand and not shout out. The
student turns to that page and
looks at her packet. Throughout
the lesson, the student looks
around the classroom and keeps
her pencil in her hand. She also is
shaking her leg and seems to be
pulling on the side of her paper.
She does not seem to be raising
her hand very frequently
throughout the lesson, as she
waits for the teacher and other
students to share the answer. One
time, the student shouts out the
answer and the teacher reminds
her again that they are not
supposed to shout out, and if they
cannot do so, half of their recess
will be taken away. While the
student seems to be struggling to
maintain focus, she seems to be
more successful with adding
suffixes to words, and
remembering what their meaning
is. She shows this by raising her
hand and providing the teacher
very much struggling maintaining
focus and directions. Since the
start of the lesson, she was not
following directions and became
distracted with her surroundings.
Upon the teacher addressing
her, she seems to fix her actions
whenever their recess is
threatened to being taken away.
She seems to value her recess
and that time, so she regains
focus and follows directions.
Today, her observed learning
style was hard to depict since
she struggled following
directions, but I feel it would be
more visual. She seems to
ignore the teacher speaking
today, but as soon as there is
visuals on the board and they
must examine them/use them to
aid the learning process, her
attention centers there and she
seems focused.
 with the correct answer.
Child 2 4 Math: Eureka Math Curriculum
Week Four Exit Slip
Wednesday 2/14/24
Throughout the lesson, the
student is watching the board
where the teacher stands and
writes. The student is ready for
instruction with her pencil in hand,
and waits for the teacher to
prompt questions and answers to
problems. Today, she seems very
distracted. She is talking to her
neighbor and fidgeting with her
chair and pant legs. The teacher
had addressed her twice
throughout the lesson, and
explained to her that if she cannot
refocus, she will be taken to the
office. Following this, the student
took accountability for her actions
and apologized. Additionally, she
sat down in her chair quietly,
focused her eyes on the board
and listened to the teacher teach.
She still did not raise her hand to
participate, but I could see her
actively tracking, listening, and
copying what the teacher
presented.
Day of the WEEK Content: Strengths and/or
CHILD with DATE Weaknesses
(choose 1 or 2 days Name the content area and state
per week depending only what you observed (hear and
on days in the field) see)
Throughout the lesson, the
student seems to be confused
about the topic, arrays. More
often than not, she will ask the
teacher or her classmates for
clarification and help to get
through it. Today, she seems to
be getting frustrated so she is
not following the teacher. She
talks to her neighbors about
random conversations, such as
lunch or after school, etc. When
the teacher addressed her for
the final time to refocus, she
seemed to cower in her seat and
she became embarrassed. I
think to regulate her emotions,
she got up from her seat and
blew her nose a couple times. I
think this allowed her to break up
the time and gather herself.
Today, her observed learning
style seems hard to pick out, but
I believe it is visual and auditory,
presenting a multimodal style.
She seems to do well when she
is focused and there is a
combination of both, as
presented in the previous
column.
Additional Thoughts:
(observed learning style, S/E) You
may now add some personal
interpretation here.
Child 1 5 Reading: Phonics Morning
Week Five Work
(SPED) Monday 2/19/24
Today, the student took a more
passive role. The student didn’t
have many questions, and
attempted to answer questions
when called upon. The student
has a somewhat difficult time
writing their answers and
reading the prompts, so they
better succeed and can do
assignments when the teacher
says the prompts for the
questions and works out the
problem in steps all together.
Child 1 6 Math: Math Centers Game -
Week Five War
(SPED) Monday 2/19/24
Student was engaged
throughout the game with the
assistance of the teacher. The
student would use their
knowledge of addition to find the
missing addend to solve
problems for the game. The
student slightly struggled to get
the answer on their own without
prompting, but with the
prompting and assistance of the
teacher the student was able to
correctly answer the problems.
The student was extremely
interested in the concept of
“War” for the game, and was
determined to get the most
cards by the end of the game.
The student’s observed learning
style seems to be multimodal. He
seems to receive information best
when there is a combination of
visuals and auditory learning.
Additionally, he seems to benefit
from examples provided in the
morning work to then prompt his
answers. The student shows
interest in learning throughout the
lesson and seems to be very
engaged, although he does not
raise his hand to answer too
much. The teacher will prompt to
understand his knowledge through
calling on him to answer as well
once there has been an example
of that problem concept given.
The student was very engaged
throughout the game. He would
monitor his own progress
compared to others with the
amount of cards, others answers
to see if they were getting the right
answers, etc. In the same sense,
he was actively trying to get the
answers to his own questions and
showed thorough engagement
and excitement when playing the
game. The teacher will prompt to
understand his knowledge through
the use and identification of
strategies to aid him in answering
the questions.
Child 2 5 Reading: Phonics Morning
Week Six Work
Wednesday 2/26/24
Today, the student was very
engaged throughout the review.
The student answered various
questions, and mostly answered
correctly. When she answered
the questions incorrectly, she
kept trying to make sure she
would attempt to get the answer.
The student at one point had
difficulty keeping up with
reviewing and writing at the
same time, and she voiced this.
Although, she did catch up and
kept trying.
Child 2 6 Math: Simple Solutions
Week Six Morning Work
Wednesday 2/26/24
Throughout the supplemental
lesson, the student was very
engaged. While she did not raise view on the lesson and activity at
her hand too often, she made
sure to be present in the lesson
and monitor her progress by
checking her answers and fixing focus throughout the lesson.
them if they were incorrect. The
student seems to struggle more
in math than she does in
reading. When she is unsure of
an answer or what the steps
were to get the answer, she will
raise her hand to ask the
questions to get the clarification
she needs. The teacher will then
prompt her to help her through
the questions.
Day of the WEEK Content: Strengths and/or
CHILD with DATE Weaknesses
(choose 1 or 2 days Name the content area and state only
per week depending what you observed (hear and see)
on days in the field)
The student’s observed learning
style seems to be multimodal.
They seem to do very well with
visuals when the teacher puts the
answers and works them out on
the board, but she more often just
listens while the teacher says and
works out the answers, and then
copies them down. She shows
interest in learning throughout the
lesson and seems to be very
engaged and enthusiastic, with
engaging body language and
facial expressions.
The student does not seem to be
frustrated easily during the
supplemental lesson. She stays
actively engaged and shows body
language that reflects a positive
home. Today, she has not lost
track of her focus too often. She
was successful in maintaining her
Additional Thoughts:
(observed learning style, S/E) You
may now add some personal
interpretation here.
Child 1 7 Reading: myView Literacy
Week Seven
(SPED) Monday 3/4/24 Upon instruction to turn to the
page needed, the student quickly
did so. He is sitting next to his
neighbor, and he seems to be
struggling at times with talking to
him and losing focus. He intently
looks at the pictures and text in
the book, and he immediately
looks at the teacher upon
instruction starting. When the
teacher writes something in the
book to copy, he diligently looks at
the board to copy it down and
follow along. The student will give
examples as to vocabulary words
to aid understanding and use
them in context of sentences and
real life examples.
Child 1 8 Math: Eureka Math
Week Seven
(SPED) Monday 3/4/24 Today, the teacher is focusing on
arrays. This is still the beginning
phase of introducing arrays and it
is represented with repeated
addition sentences. As the
teacher instructs the students to
turn to the designated page, he
immediately gets out his work
book and turns to that page. While
the teacher asks for volunteers to
share the repeated addition
sentence, he answers wrong
sometimes but he also answers
correctly other times when the
teacher prompts or rephrases the
question. He does not seem to get
upset when he gets it wrong, as
he will try again and openly listen
to the feedback.
arrays
The student does not seem to
get frustrated very easily
whenever they get the answer
wrong or struggle with getting
the answer. They will quickly
write the correct answer or
correct themself. He shows
determination and resilience to
learn. His observed learning
style seems to be multimodal.
He listens diligently to the
teacher, he intently looks at the
pictures and visuals provided in
the text, and he seems to benefit
from some kind of manipulatives
and tactiles being present. As a
whole, he seems to have a very
determined personality, and he is
very passionate to learn. He
shows respect throughout the
lesson besides when his
neighbor interacts with him.
Although, he will quickly regain
focus and refocus on the teacher
to learn.
This student always shows a
passion and determination for
learning. He always quickly gets
out his materials and shows he
is ready and willing to learn. He
has a very passionate and
determined personality, and it is
serving him very well in his
education. The student’s
observed learning style seems to
be multimodal. He seems to
receive information best when
there is a combination of visuals
and auditory learning. He seems
to do best as well when he has
manipulatives to help him
through the problems.
Child 2 7 Reading: myView Literacy
Week Eight The Student quickly turned to the
Monday 3/11/24 page upon instructed, and kept
focus when awaiting for
instructions. Student is not
participating by raising their hand,
but the student is maintaining
focus and watching the teacher.
At some points, the student loses
focus and plays with the corners
of her book, but she will gain back
her attention in a few seconds.
She actively writes the answer to
the questions and prompts in a
slow manner, but she seems to
focus on her handwriting. At one
point, the student raises her hand
to answer a question pertaining
to suffixes, but she gets it wrong.
The student answers the question
with the wrong suffix meaning.
Halfway through the lesson, the
student moves from her desk in
the back of the room to the carpet
in front of the smartboard where
the teacher writes.
Child 2 8 Math: Eureka Math
Week Eight
Monday 3/11/24 Today, the teacher is focusing on
arrays and isolating pairs and skip
counting. When the teacher
instructs them to get out their
workbooks, she turns to her
partner and reluctantly takes out
her book. When instructed to sit at
slant to show she’s reading for
instruction, she does not do so
right away. She eventually does
and the teacher starts instruction.
Throughout the lesson, she
seems distracted by her neighbor
and items in her desk. She is
fidgeting with papers and pencils
in her desk and talking to her
neighbor. When the teacher calls
She seems to be slightly upset
when she gets it wrong, but she
quickly moves on. During this
lesson, multiple students seem
to be distracted and they are
getting their names written on
the board. This seems to worry
the student, so she diligently
pays attention to the teacher's
questions. She attempts to
answer sometimes, but the
teacher does not call on her
because she is actively paying
attention and she wants
someone else to answer. The
student does not seem to be
feeling too well, as she got up to
blow her nose three times
throughout the course of the
lesson. I believe the student
moved from her seat to the
carpet for more optimal viewing
of the board. Her observed
learning style today seems to be
a combination of visual and
auditory, but it has been hard to
grasp this today as she has
been frequently losing attention.
Today, her observed learning
style was hard to determine. I
feel that she was very distracted
and off task today. I feel that it
might be because it is late in the
day and they are about to go
home, but on other days she
does not seem to struggle with
maintaining focus too much. If I
had to pick a learning style, I
would still say that she is
multimodal, with a focus on
visual and auditory. She seems
to prefer more of a combination
of both, but more auditory.
 on her to answer questions or
make pairs, she says she is lost
and doesn’t understand, but on
her paper she seems to have
gotten some of the answers right
and made correct pairs.
NOTE: I wanted to collect a few more observations about their reading abilities, as I feel there is
a need to collect more data in these areas to better inform my lessons for all content areas.
Day of the WEEK Content: Strengths and/or
CHILD with DATE Weaknesses
(choose 1 or 2 days Name the content area and state only
per week depending what you observed (hear and see)
on days in the field)
Child 1 9 Reading: myView Literacy
Week Nine The student is following along
(SPED) Monday 3/19/24 intently to the book and its text to
speech. The student maintains
their attention but he struggles to
answer questions that aren’t tied
to Math. He seems to be stronger
in Math than reading. The student
attentively watches the teacher
speak and you can see him trying
to search for the answers to the
questions. He looks back in the
text for the answers, but he
struggles to find the answers. The
student will ask the student beside
them if they need help clarifying
which section they are reading to
effectively follow along.
Child 2 9 Reading: myView Reading
Week Nine Literacy
Monday 3/19/24 The student seems to be
struggling today with maintaining
directions and transitions. Instead
of watching the teacher and
following along with the
text-to-speech in her seat, she is
restless in her seat and answers
very few questions. When asked a
question, she seems to struggle
Additional Thoughts:
(observed learning style, S/E) You
may now add some personal
interpretation here.
Today, the general education
teacher was absent, so I feel
that as a whole the class was
struggling to maintain directions
and follow the rules. He seems
to be stronger in Math than
reading. This text seems to be
challenging for him as it is social
studies centered, it is integrated
ELA and Social Studies. The
vocabulary seems to be more
tier three, content specific,
focusing on landforms and
continents. Today, his observed
learning style seems to be
multimodal. He needs visuals,
audio, and tactiles to learn the
most optimally.
Today, the general education
teacher was absent, so I feel
that as a whole the class was
struggling to maintain directions
and follow the rules. Prior to the
lesson, the student was engaged
in a brain break, but she still
seems restless and has the
need to move her body. When
she flips the page, she flips it
very quickly and hard, and
because she was not following
along. When she is called out for
not following along, she searches
her text for the answer. The
student seems to get distracted
whenever the teacher asks and
isn’t reading the text, instead she
will attempt to talk to her neighbor.
As soon as the text to speech
comes on, she seems to refocus.
shows the need to move. Today,
her observed learning style
seems to be auditory. As soon
as the audio comes on, she
refocuses and maintains her
brain power on the text. The
visuals don’t seem to be helping
her much, as her mind wanders
when she sees it.