Nicole Teran Teacher Notebook #2 ELED 3650 November 26, 2012 Student B is a third grade Caucasian male.

He is on an Attention Deficit Hyperactive Disorder (ADHD) watch, as he has not been diagnosed, but his second and now third grade teachers are persuading his parents to have him tested. The parents feel he is acting as an eight year old boy. His DRA level is 38, as he enjoys to read. He will listen to instruction as long as he can see the teacher, if there is a student in his way he will draw or write his name on his paper multiple times. I administered the DRA assessment, noticing he made one mistake saying the word quantities instead of qualities, and sounded out the word cartilage as cart-cartilage. When he reads, he focuses on the words, making sure he knows and understands his reading. Although he answered the questions at the end of the DRA correctly, he lacked the confidence in some of his answers. As his teacher I would make sure he knows that it is okay to make mistakes while you are learning, as long as you learn from your mistakes. I have noticed that although he hold his head high with pride, there are many times a day in which the teacher shatters his selfesteem, but he is often able to move on quickly. I feel this is why he lacks confidence in his answers. I completed a sociogram on Student B, I observed him in the classroom and on the playground for one day, in order to catch an interaction with all of the students. I noticed he is liked among most of the students in the class. He had negative interactions with one female student who is considered a GATE student, as well as with the other GATE student who is male. There were multiple negative interactions with the teacher. He struggles in positive relationships with the two students with an IEP, his comments to them went from positive to negative throughout the day. Student B also had a few struggles with a few of the female students. He is

well liked among most of the members in his class. During Daily Five most of the students go to him asking for help. He talks at a louder volume, due to how his voice is, and tends to get in trouble for this. As a teacher I would be glad that students feel confident in going to Student B for help. I would understand he talks loud and does not have the ability to lower his voice. I would ask his to help students when he is finished in a far corner or secluded (but still in sight) corner, as to help his voice not carry. I would ask him to help the students he has stuggling relationships with to try to strengthen them. I taught a lesson on using commas in dates and in a city state relationship, and action verbs. As I was teaching about commas he could not see me. He turned the paper over and wrote his name multiple times. Then when it was time to do the worksheet he could not answer the questions. I would make sure I place Student B in the front, so he has eye-contact with me at all times. On the back page, where the students learned about action verbs, he was placed in the front row. He was able to complete the action verb page with no errors, even helping explain the worksheet to an ELL student. I feel Student B just needs a way to talk and be more challenged. He is fine when he is sitting and does not get up when he is not suppose to. If he was given more challenging work he would not have time to help other students (although I would consider that an asset) which tend to be the teachers problem with him. He is the middle child in a family with seven children. I feel he needs a little more attention at home, and that may help with the attention he needs to receive at school.