Documente Academic
Documente Profesional
Documente Cultură
PEPSI
Jamie Poma
College of Southern Nevada
During the lesson as unwilling to participate as he was, he still seemed focused and to
give much thought to each lesson. Fernando seemed nervous to make mistakes as the teacher
would point it out as not listening (Lane, J. D., Evans, E. M., Brink, K. A., & Wellman, H. M.
(2016). Though I feel his mistakes were simply due to social anxiety above the struggle of
intelligence. When Fernando was not apt to participate and called upon, he would freeze up. He
knew the answer clearly in his notebook or among his friends but when called on he would
hardly speak. I think this is the major reason Fernando was very to himself. He would
participate every now and again but mostly kept to himself. He was still curious during lessons to
find the right answer and help his group if he were assigned one. Fernando was organized and
kept his subject notebook free of clutter and put together.
Overall, Fernando is a very bright student. I feel a lot of his struggles stem from his social
anxiety. He seems to grasp all the concepts of each lesson very well. His execution of the
assignments would lead one to believe he is not listening or he doesn't care. I recommend he
receive more positive feed back from the teacher and lesson discipline. Fernando seems friendly
with his peers but struggles especially in group settings. Fernando is not learning in group
settings and needs to have a separate individual lesson in order to not fall behind. Fernando may
have been in a special education class but I did not see the real benefit in his case.
125
100
75
Fernando
50
25
References
Ellsworth, J. (n.d.). 9th Year. Retrieved April 27, 2016, from
http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/PEPSIObserv/year9.html
Lane, J. D., Evans, E. M., Brink, K. A., & Wellman, H. M. (2016). Developing Concepts
of Ordinary and Extraordinary Communication. Developmental Psychology,
52(1), 19-30.
Slavin, Robert E. "Cognitive, Language, and Literacy Development." Educational Psychology:
Theory and Practice. 5th ed. Boston: Allyn and Bacon, 1997. 188-213 Print.