Student Observation

It is 8:30 and my first group of students are ready to get started. This group is made up of six second graders, four girls and two boys. Only three of the students in this group returned consent forms and are part of my focal group. I worked with two of the three focal group students in first grade and have developed a strong student-teacher relationship with them. Kate is one of those students. She is very quiet and shy. I pick up these students from their classrooms each morning and walk them back to my trailer. Most of the students usually complain about the weather, except for Kate. She rarely has anything to say and only offers minimal responses when asked to share a story or experience with the group.

Kate is wearing a large bow in her hair that matches the purple sparkly dress and boots. She immediately sits down at the kidney-shaped table when we enter the room. She sits in the same spot everyday, which is the chair immediately to my left. Kate sits with her head propped up on her arm and remains quiet throughout the lesson. Students have opened their reading books to the lesson of the day and are ready to read. One student begins reading and the students rotate around the circle with each of them reading one sentence. Occasionally, I interrupt with questions to check for comprehension.  Kate begins her turn and misses the word "don't" by reading do not. When I correct Kate, she rereads the entire sentence. I immediately follow up with a question about what the dog said and Kate replies by reciting the sentence verbatim. On the next reading, Kate makes several errors. She seems frustrated and starts to read the sentence again. As other students read, Kate follows along with her finger. She begins reading immediately after the student next to her finishes. The other students in the group get distracted when another adult enters to the trailer. Kate doesn't look up, she continues to read. Again, she is able to answer the comprehension question correctly and uses the words from the text.
At the end of the passage, the students giggle about the silly picture of the dog. Kate doesn't show any emotion and doesn't interact with the other students. I ask the students to get out their writing notebooks. Kate immediately follows directions and moves to the basket of supplies. The other students  move slowly and chat about the story. While she is standing at the basket another student compliments Kate's dress. She does not respond but gives a kind smile as she turns to walk back to the table. I direct students to turn to the lesson and begin to give directions. Another student interrupts and shares that she went to the UK game this weekend. Usually on Monday mornings I allow students to share about their weekend. Not only does this give me a chance to get to know my students, but it also allows them to build verbal expression skills and get to know each other. Since I started the lesson this morning without letting students share, I hold off on the independent work and let the child finish. All of the students take turns sharing about the events of their weekend and listening to others. Some went to the movies or shopping, while others played video games. Kate doesn't share at first, but when asked what she did she responds.
Kate said, "I went to the dentist." She doesn't offer any other details.
I prompt, "Did you have cavities?" Kate nods her head.
Again, I prompt, "Did you want to share anything else about the weekend?" Kate shakes her head and looks down at her paper.
After all of the students have taken a turn, I begin with the directions for independent work. Kate completes her work slowly, but correctly. She is the last student to finish. Afterwards, she places her book in front of me to be checked and then moves her sticker chart in my direction. Kate earns a sticker for participation and effort. Kate shows no emotion when I place the sticker on her chart even though it is the last sticker she needs to receive a treat from the treasure box. Kate reaches for the box, chooses a reward and lines up by the door.


Until this observation, I hadn't noticed the extreme quietness and lack of emotion that Kate exhibits. She has always been quiet, but a direct observation brought up some concerns in social behaviors. I will continue to monitor this behavior. I am also wondering if Kate interacts with other in her class?  I am pleased with Kate's comprehension and participation. She requires a lot of prompting for additional details. I am not sure if this is her character or if there is more to it. Kate shouldn't feel uncomfortable since she has been in the group for almost two years. Her lack of interaction with other students is also evident in the observation.