Hiltz, R.

01/20/15

Ryan Hiltz
Spring 2015
Student Teaching Site Visit # 1
January 20, 2015

Formal lesson plan received in advance of supervisors arrival

Student teacher consistently submits weekly schedules on time

Student teacher journal up-to-date

Grade/Content Area:
Time:

Edmark Reading Lesson; One grade six student

12:30 pm

Summary/Script of Lesson:
[Note: To the best of my ability, student teacher direct quotes are reported in italics.]

This lesson occurred in a special education setting, specifically, in the Learning Center. This is an
individualized reading lesson using the Edmark System. The young man who is receiving the
individualized instruction demonstrates verbal and non-verbal tics associated with Tourettes
Syndrome. It is important to note that the time of day for this lesson was adjusted from the norm in
order to align with the timing of my site visit. Ryan sent along his lesson plan in advance of todays
lesson, and the lesson plan is structured appropriately, including both learning outcomes that are
specific to the reading program and general education ELA-Literacy standards related to reading
fluency (grade 2).
As the student enters the room, Ryan introduces us, and then Ryan engages student in informal
conversation: How was Mr. Woods class? Did you.? Ryan appears comfortable and confident in his
interactions with the student. He demonstrates appropriate tone and uses positive and encouraging
words. The student asks if he will be able to use the eye pod, and Ryan responds with a counteroffer:
how about if you read first then take a break with the iPod, then read again, OK? Student agrees.
As the lesson begins, Ryan continues to offer encouraging comments in a nurturing fashion. He
provides the students with proactive reminders of behavioral expectations. The student demonstrates
vocal tics throughout the lesson, often profane, which are ignored by Ryan. The student is allowed to
sit and stand, or to place a knee on the chair, so long as he continues to work. Ryan appears to be very
much in tune with the students behaviors and needs; he seems to anticipate challenging stimuli and
proactively supports the student.
Ryan facilitates students movements through the different phases of this structured lesson, including
rereading a story, reviewing comprehension questions, word recognition. Ryan prompts the student to
take brief breaks from time to time. The student voices some concern about having to repeat this lesson
later in the day (because the time of the lesson has been adjusted for my visit). Ryan reassures him that
he will not have to compete the lesson again, and the lesson continues. At a later point in the lesson,
the student appears to be losing interest or attention and Ryan prompts the student to consider all of the

Hiltz, R. 01/20/15

work that he has completed in the lesson so far, and whats to come. How about if we do.... more, then
you can. The student appears distracted by a male ed tech who has entered the room and leaves his
seat. A different block of instruction begins and there is commotion in the classroom, with different
students coming & going out of the room (lunch period). Ryan checks in with other staff in the room,
and moves the student/lesson into the adjacent classroom, where it is much quieter and with minimal
distractions. Here, the lesson continues, with appropriate breaks provided, until the student has
completed his work.