Student Teaching Block 3 Student A Background

While Student A has no IEP or 504 plan, Student A’s background information includes a

history of witnessing domestic abuse. Student A has a twin as well as an older sibling, all of

whom live at home with both parents. The family has been in the area for at least three years. A

language barrier has been an issue in the past, especially when communicating with Student A’s

parents, but seems to be getting better for the student with the ESL program in school. Student A

is described by teachers as generally very well behaved and often “motherly” to other students.

Academically, Student A is below grade level, but on level with the rest of the class (in general,

most of the class is struggling). Student A’s teacher tells me her handwriting and general work

ethic are meticulous. She often struggles, but waits for the teacher to come help instead of

reaching out.

I was able to observe Student A in the general classroom throughout an entire day. What I

observed was mostly quiet, well-mannered behavior from Student A. She was always engaged in

the classwork and seemed to work well with others, although often chooses to work alone.

Apparently uncharacteristically of her, Student A approaches me twice to ask for help on her

assignments.

From the background information I have gathered about Student A and the classroom

observation I conducted, I have concluded that Student A’s behavior will mostly likely present no

immediate challenges in the music classroom. Despite her tumultuous home life, Student A

seems to be socially developing at the same pace as her classmates. If I had not done an

investigation into Student A’s background, I would not have guessed from her in-school
performance that she was experiencing anything traumatic in her life. School seems to be a place

where Student A feels comfortable and from my observations, happy. I will do my best to

continue to present Student A with a caring, open learning environment as well as challenge her

in the music classroom. I plan to give a large amount of positive reinforcement when Student A

accomplishes tasks in the music classroom. Because I have conducted research into Student A’s

personal life, I will be more aware of her behavior and what could be causing potential “off

days” or changes in her usual behavior. Additionally, I can spend time learning some every day

phrases in Spanish to use in the classroom, as well as music-related words and phrases. This

could help Student A to feel even more welcomed and at home in my classroom.