Focus student 1: S.A |
Focus Student 2: M.R.M |
This year is this student’s first year at our school. His family and himself have moved around the country for the past few years. Students have assets in his love to share his thoughts, take on class responsibilities, and partake in music-related activities. He needs support with regulation while on the carpet (i.e. flexible seating), being a whole-body listener (he makes noises, gets into student space bubbles and continues when students ask him repeatedly to stop). This affects his ability to get his work done as he spends a lot of time/energy on the people around him. This affects his relationship-building with other students as they have had a negative schema (this person doesn’t respect my boundary and is “annoying”) of him so far.
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This student has a love for drawing, video games (Roblox), and reading. He is a strong reader and mathematician. He needs support with staying with the group, being engaged in a way that allows him to work/listen, and participating with the whole-group plan. This student often says or does unkind things that affect his relationships with others.
If you would like to see more of our team's street data in different classrooms click the button below. Using this street data, we were able to create empathy questions and start working on our Problem of Practice.
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Lesson DebriefWhile debriefing we noticed that both of the focus students were quite engaged in certain parts of the lesson. Focus Student one was participating a lot through out the discussion, which our host teacher, Beth, mentioned was abnormal for him. It was exciting to hear his voice about the story and engaged with the content itself. Another finding we found was that the second focus students wasn't necessarily focused during the read aloud or group discussion but was during the art portion of the lesson. The second focus student was found engaged and started to work on his yet right away. After a quick discussion we noticed that during the data process we knew that drawing and art was a preferred activity and understood why he took to the lesson right away.
Something that we noticed that could be a problem for the next lesson study cycle or in general is we noticed a lot of students displaying unexpected behaviors, and the host teacher mentioned that this was HIGHLY unusual for her class. This is something I am curious to explore further on, or reflect upon. Is this apart of the lesson study process or is there some way to help prep students of the guest teachers arriving? How can we keep from students being disregualted from having that many guest teachers in one room? |