Observation of JG Second Grade Student

Observed by: Nataliya Lemeza

Date: 10/2/15
Observed in: Second Grade Classroom

Time

Expected Behavior

Behavior of Student

Put backpack on hook

Place homework folder into pink basket
Place lunchbox into lunch basket
Sit down at desk and being morning math
worksheet

Walked in tardy. Was asked to go to office to

receive a green slip.

Time
8:20-8:30 (Morning Math)

Walked up to the office with backpack on.

Left backpack in the office
Ran out of the classroom without permission to
go retrieve backpack
Sat down at desk with backpack on
Was prompted to take backpack off, hang coat
on hook, and begin morning math

8:30- 9:00 (Reading Groups)

Turn in morning math into blue

basket

Began wandering around classroom

sharpening pencil

Get Reading Book and join

classmates on carpet for
Reading Groups

Was given directions that he will have to

miss recess to finish morning math
Was prompted to head to Mrs. S Reading
Group with one other student
Stood up from desk knocked over
waterbottle and chair forgot where he was
to go and came on the carpet with the rest
of the students, was reminded to head to
Mrs. S

Time

Expected Behavior

9:00- 9:30 (Reading Questions)

Receive a worksheet and begin Reading

Questions

9:45 10:15 (Math Whole Group

Instruction)

Sit at desk during whole group math instruction

Behavior of Student
Sat at desk playing with water bottle. Classmate
reminded JG to go get reading questions. JG said
Oh yah got up to receive paper and water bottle
fell over again. JG sat down and picked up watter
bottle. This time given directions, JG got up from
his desk and went to get his reading questions. By
the time he began his assignment recess has
already begun. JG was kept in from recess to
complete his reading questions. JG asked to go to
the bathroom. Was told he had to wait until his
reading questions were done. Completed reading
questions and morning math worksheet in time to
being next lesson of the day.

JG sat down at desk only to begin playing

cars with his ruler. He knocked over his
water bottle for the third time this morning
and stood up to retrieve it off the floor only to
bump into the student sitting next to him. After
regaining focus, JG silently listened to math
instruction for a given three waiting to be
called on because he knew the answer. Was
given the chance to write the answer on the
board and felt good about the praise and
jellybean reward. Was given several prompts
to sit still, pay attention, and put his ruler
away during whole group instruction.

10:15 - 11:00 (Math Worksheet Time)

Receive math worksheet paper and

complete both sides before moving onto
quite activity of choice. Were given the
choice of joining the teacher for small
group worksheet help, otherwise
complete independently.

Got worksheet, Started looking for pencil,

Couldnt find his pencil, dumped entire
contents of pencil box out onto the desk and
began rummaging for writing pencil. After he
found his pencil he got up to sharpen his pencil
only to realize he needed a ruler. Dumped out
pencil box again in search of a ruler. Found
ruler, began drawing a congruent line. Got
frustrated because the ruler was moving and
line he drew was crooked. Erased and tried
again. It is now ten minutes to lunch and JG
has not began his math worksheet. Was given
instructions to join me at the reading table for
further guidance, and instruction. I modified his
worksheet and required that he complete side
A. I was right there to guide him and answer
his questions throughout the math worksheet.
When it was time for lunch JG did not turn in
his paper into the blue basket rather got up
and lined up with the other students. Was
reminded to turn in math worksheet.

11:00- 11:45 (Lunch)

Time
11:45 (Line Up After Recess)

11:45 - 12:15 (Read Aloud)

112:15 12:45 (Spelling)

Line up for lunch

Retrieve lunch box from lunch basket

Receive Spelling Test paper, spelling review paper,

and Phongram Test paper, write name on papers
Expected
Behavior
and sit quietly waiting for instructions and directions
Begin
spelling
Recess
ends with thumbs up indicating ready to
learn.
Line up after whistle blows

Got into line for lunch, As we walked to the

cafeteria and sat down at the table. JG did not
have his lunch box with him and was walked
back into the classroom only to find his
lunchbox still in his backpack with a lunch
order. Not only did student forget to put his
lunch box into the basket but forgot to turn in
this lunch order form. He now missed out on
10 minutes of his eating time

Began fumbling around desk in search of a pencil.

Dumped out all of
of the
contents of his pencil box
Behavior
Student
and began searching for pencil. After finding his
pencil, he
began
writing his to
name
Whistle
blew
JG continued
play only
out inwhen
the field
realizing
pencilthe
needs
get sharpened.
Gets
even
afterhis
seeing
othertokids
line up. His name
up tocalled
sharpen
pencil.ofWe
are now
passed
our
was
andhis
instead
running
up to
the line
he
spellingpicking
test and
moved
phonograms
began
uphave
lost items
outonto
on the
field and
and spelling
JG has finally
sat down
stared
askingreviews.
if they belonged
to anyone.
Wasat his
desk to
begin histospelling
test. As
rest of the
given
directions
leave other
kidsthe
belonging
out
kidsthe
sittable
quietly
wetofinish
his spelling
and
on
and
promptly
line up.test
After
hebegin
lined
thehe
review.
Hechatting
then begins
a question
out
up
began
in lineasking
with the
boys. Was
loud as
to how wetoshould
fold our paper. I gave
given
a reminder
stop talking.
him directions again and he began refolding and
As I read aloud our story, students silently put their During
the
read
aloud
was silent
on
refolding
the
paper
andJG
missed
aboutand
halfworked
his
head on their desk, or work in their fun pacs siltently. making
an
airplane.
He
responds
well,
sits
still,
and
spelling review time. I then called on him, and he
is
quiet
readcaught
aloud.up yet and to give
told
me during
that hethe
hadnt
him a minute. Waiting patiently for him, we gave
him a minute to catch up and respond .
Responding correctly, he received a jellybean.
Prompting JG to have his thumb ready for spelling
review he then asked to go to the bathroom. I knew
that if I let him go, he would loose valuable
instruction time and again modified the lesson, for
him to only work on the new words before he may
be dismissed for a bathroom break.

1:00 1:45 (Specials)

2:15 3:00
(Bible Lesson)
2:00-2:15
Recess

Recess ends
Line
up after
Students
sit atwhistle
desksblows
and listen to the Bible story
and participate in discussion and recite Bible
memory verse

JG lined up quickly, only to head to the table to look

for
to get
reminded
JG other
sat atstudents
his desk belongings
and was notonly
paying
attention
to
again
to
leave
it
on
the
table.
any of the lesson. He was given several reminders
to stay on tasks and to listen to the story. He
began looking around at his classmates, not
knowing his Bible verse for the week, he looked
around and got up to sharpen his pencil only to be
reminded that we wont need our pencil and to
have a seat. He then asked to go to the bathroom,
I did not let him use the restroom rather asked that
he participate in helping us say our Bible verse for
the week. He then started repeating after me, and
finished off the verse, then was dismissed to go to
the bathroom.

3:15 (Dismissal)

Get a Clorox Wipe and wipe off desk

Get lunch box from basket, homework folder, and
backpack and pack up,
Stack chair on desk
Give teacher a hug, high five, or handshake on your
way out the door

Started wiping off his desk only to begin cleaning

and wiping teachers desk and reading table and
countertops . All students have left the room at this
point. I thanked him for his help, and began helping
him pack up for the day. Giving him a hug I
escorted him to his moms car.

JG is a second grade student in m classroom. He spend his entire day in the classroom, but does spend 30 minutes a day in
a separate reading group, as he is below grade level. JG has a difficult time to attend to directions, stay focused for longer than five
minutes and has a difficult time sitting still for long periods of time. Even though this was just a one day, data sample, JG maintains a
hard time in being self-directed. He did not remember directions and would often look over at the other classmates to see what they
were doing. As part of his assignments, JGs handwriting is not consistent and is hard to read. He works diligently to complete all his
assignments. He is pretty good at masking and hiding his frustration.

Often JG wanders the classroom or is rummaging through his desk to find a pencil that needs sharpening. This behavior is

NaturalisN
Observation
Obse

often apparent during whole group instruction, mostly during math and spelling, the more difficult subjects for him. Providing him with
accommodations and modifications definitely benefits him. Looking at his attention spam and the difficulty to stay on task, I created
him a visual schedule, and also provided him with a check sheet, where he is to receive five checks to gain five jelly beans at the
end of the day for staying focused and on task.

Considering all of my options for staying focused and sitting still, I began looking for AT devices and purchased a hokki stool
for him to sit on during classroom instruction time. I have noticed a major difference in his ability to stay focused and wiggle on the
chair. The hokki stool provides a way to wiggle while still remaining seated during instruction time. I did have to move his desk into the
back row so as to not distract the other students, and this has seamed to help him maintain his focus. I am currently exploring my
options to better help this student succeed in school.