What do you think?

Initial Post: Draw upon today’s readings and other pieces we have read this semester to respond to the case presented in What do you think? (access the case on ANGEL; post initial response on your noteblog)

Eddie:

After reading the article Marcus: Gifted and Challenging and Mrs. Potter's description of Eddie in her classroom, it would seem like the two have similar traits. Marcus had trouble sitting still and doing things according to other people's schedules, and Eddie keeps moving about the classroom and has trouble focusing. Because Marcus would get frustrated and not do his work, I have a feeling this may be a reason why Eddie does not complete his. It seems to me as if Mrs. Potter could benefit from trying some of the strategies that Mrs. Jenson used with Marcus- such as encouraging him to complete his work saying that she knows he can do it, giving him smiley stickers on a chart for every activity completed even if it is not at the same time as the other students, and allowing him to make choices in his learning such as picking his own book to read or choosing how he wants to solve his math problems with blocks or writing, etc. Being flexible with Eddie and accommodating for his need to move around a lot may help him to focus on the tasks at hand. For example, if he wants to stand up at his desk while doing his work instead of sitting like the rest of the class, let him if it is not disturbing anyone else. 

Jonathon:

Based on Mrs. Potter's description, Jonathon struggles with and does not feel confident in his reading ability. Instead of trying to read or asking for help with reading he sits at his desk. More specific information would be needed in order to tell what exactly Jonathon is struggling with as it could be a number of things- slight autism, dyslexia, just needs more practice reading in general, etc. After reading the Breitfelder article on accommodations for students, it seems to me that Jonathon may benefit from some visual representations to go along with what he is reading. Math is a very visual subject, with many different visual ways problems can be represented, which may be why he performs average in that subject. Placing other opportunities for visual aid in his work may give him insight into what the assignment is asking and also make him more comfortable asking for help given that he now has a way to gain some more understanding and can now ask for help in clearing up any confusion. Also putting Jonathon with students who he feels comfortable with and would be willing to help him might make him more willing to ask for help when confused as well. 

Lupita:

Being raised in Mexico, Lupita is an English Language Learner, which means that at home with her parents she may not be exposed to English as much as her first language of Spanish. She is most likely very quiet in class because she does not feel she has the vocabulary to communicate her thoughts. Not having much experience with toys, scissors, puzzles, paper, and crayons can be easily changed by allowing her to use those items. After helping other students with their puzzles, it is clear that not having had the opportunity to interact with other children before has not effected her ability to interact with them now. It seems as if Lupita would benefit from more activities that reflect her background and funds of knowledge- she was able to finish her Spanish assignment early because that is something familiar to her. Giving her extra practice with her English through alphabet and phoneme practice and also stories that reflect her funds of knowledge would help involve her more in the class and continue her development with English.