Practicum 3 Special Education

Observation #2
NWTC Student Name

Kathryn DeBroux

Date Observed

10/6/14

Date Due to Gradebook

10/13/14
Running Record
(Type the Running Record in the box below)

Start Time:

Drake sitting in rocking chair at front of room reading a

10:01 AM

good fit book.

End Time:
10:16 AM

Teacher asks class to find a good place to stop reading,

put their books away and go to desk with pencil.
Drake continues reading.
Teacher asks Drake to put book away and join classmates
for math.
Drake does not acknowledge and continues reading.
I say, "Drake, it is time for math. We must put our book
away now."
Drake looks at me and looks back at his book.
After about 15 seconds, Drake puts bookmark in book.
Teacher begins math lesson.
Drake gets up and puts book back in bin.
He walks to his desk. Attempts to sit on stool.
Knocks stool over. Throws himself on floor and says, "The
stool won't let me sit!"
Teacher continues teaching lesson.
I quietly tell Drake he can sit in his rocking chair if he
chooses.
He walks back to rocking chair.

Drake bends down and puts his head into the rocking chair.
I ask Drake to sit in his chair.
Drake throws himself on the floor and says, "My chair
won't let me sit!"
I ask Drake if he would like to take a break.
Drake does not respond.
I remind Drake that most 4th graders are sitting and
showing the teacher they are listening to the lesson.
Drake yells, "It's no use!"
I call CT to request help.
CT appears.
Running Record is free from bias and objective

Running record is clear and complete

Running Records contains appropriate detail (quotes, actions, etc.)

Running Record is free from loaded words

1. Why did you choose this activity to observe? Explain what the purpose was. (Why did you
choose to observe during lunch? Outdoor time? etc. Were you watching for clues about certain
skills or development?)
(Type the answer in the box below)

I chose math as a time to observe because it has been a struggle for Drake.
I wanted to determine how well the token board that I made last week was working
to provide Drake incentive to get work done.
Running Record Question #1 was answered completely.

2. What did you learn about the childs ability in this observation? Explain.
(Type the answer in the box below)

I learned that math is still going to be a difficult transition for Drake. Since he
finds it so difficult, the token board may not be the only thing he needs to make
him feel that he can be successful.
Analysis of Running Record completely explains what was learned

about the childs ability and gives explicit examples and shows
reflective thought.
3. What was the child learning during the process (what language/vocabulary, cognitive discoveries,

social-emotional strengths, etc. was being promoted)?

(Type the answer in the box below)

Drake was learning to be a participant in learning mathematics. He was being

persuaded to follow directions and be responsible for his learning.
Analysis of Running Record completely explains what the child

learned during the observation period and gives explicit examples

and shows reflective thought.

Anecdotal Record
This Observation is
Narrative
Type the information from the observation in the box below.

The CT has done some testing on Drake and has discovered that he tests at about
a 2nd grade level for mathematics. This has given me some insight as to why
transition from reading to math has been so difficult for him. I have also
discovered that the class itself has been struggling with some of the content in
math.
The teacher provides a group instruction and then gives the children an
opportunity to work on a "Must Do" item and then other choices. The Must Do
item causes Drake to feel anxious because he knows he must complete it before he
can go to recess. Although he is only performing at a 2nd grade level, I have been
requested to try the math in class. During one math session this week, I told
Drake he was very close to earning his reward and he could probably do it if he did
the one worksheet she required. He agreed and started working eagerly based on
the direction she gave. However, while we began working, the teacher asked him to
join her on the rug for an individual lesson on some other math skills. He was very
upset because he didn't think he could get both things done, and in his mind was
trying to get the first worksheet done before recess so he could earn his reward.
Unfortunately, I didn't understand this was what he was thinking and told him he
needed to listen to the teacher and that we would have time to finish both things
before recess. He joined the group but was not happy. Once she was finished with
her instruction, Drake went back to his desk. He instantly became upset that he
had to finish the Must Do and was very worried he wouldn't get his reward and get
it done. The CT noticed his irritation, and gave him a token for being flexible. She

told him he could take his reward before doing the Must Do. We took his work to
the CT's room and gave Drake his break. We discussed the Must Do, and realized
it was much too difficult. After Drake's reward, we worked on addition and
subtraction.
Anecdotal Record is free from bias and objective

Anecdotal Record is clear and complete

Anecdotal Record contains appropriate detail (quotes, actions,

etc.)
Anecdotal Record is free from loaded words

1. Why did you choose this activity to observe? Explain what the purpose was. (Why did you
choose to observe during lunch? Outdoor time? etc. Were you watching for clues about certain
skills or development?)
(Type the answer in the box below)

I chose math since this has been the most difficult time of the day. The purpose
was to determine if Drake was actually capable of completing the math sheet that
was given to him. My assumption was that it would be too hard. However, since he
did know how to add and subtract, I thought he might be able to do some of it.
Anecdotal Record Question #1 was answered completely.

2. What did you learn about the childs ability in this observation? Explain.
(Type the answer in the box below)

I learned that my assumption was correct. Drake was not able to complete the
worksheet. The concept being taught was much more difficult than he could
comprehend. For example, the concept was to use the count-up method on a
number line to determine the difference between two numbers. However, the
counting up was to be done using tens. I discovered that Drake could not count by
tens forward or backward, even when provided a number chart.
Analysis of Anecdotal Record completely explains what was learned

about the childs ability and gives explicit examples and shows
reflective thought.
3. What was the child learning during the process (what language/vocabulary, cognitive discoveries,
social-emotional strengths, etc. was being promoted)?
(Type the answer in the box below)

Drake was learning math concepts of finding the difference between two numbers
by using the count-up method. This concept I believe was beyond his cognitive
ability. Even though I demonstrated on numerous occasions how the problem could

be solved and provided a number chart, Drake could not grasp the concept.
Analysis of Anecdotal Record completely explains what the child

learned during the observation period and gives explicit examples

and shows reflective thought.
Document is saved with students name (Ex:VickiObservation1)
Observation is submitted on time
Total Score

Yes = 1

No = 0

Yes = 2

No = -5

/45