Signs of a Struggling Student in 2nd Grade Class from Assistant Teacher…
Signs of a Struggling Student in 2nd Grade Class from Assistant Teacher Perspective
These are data points to see how the student is doing on either standardized tests or by the class of 16 scores. If a student shows higher or lower scores than the average, then they are either given more challenges (extension) or more support.
On a monthly basis, students are given this form of assessment on their Chromebooks in the library. The students find books from the school library according to their level based on the results of the AR score.They go to the library twice a week to check out new books. During reading class, one station is reading. Another station is in groups with a teacher. The teacher can be their homeroom teacher, ELL teacher, or me, the assistant teacher to the whole First Program (PK-4). One student who is aged for 1st grade reads at a 4th grade level. Several ELL students read at a 1st grade level.
in Math, Spelling, Social Studies, and Science. These scores are done by hand in the form of spelling tests, math test handouts, social studies handouts, and science handouts.
MAP Test Scores
Measure of Academic Progress is given to students 2-3 times in the school year. In the Grade 2 class, some students were given the test for K-2 or 2-5 depending on previous year scores or the by the performance from work that was done at the very beginning of the school year. Once students are given one form of the exam, the student will continue taking that exam level for the remainder of the year. These exams are taken in their homeroom with their Chromebooks.
Language and Writing
Students are observed in handwriting, spelling, and writing ability. Some students are pulled into ELL during writing time when their spelling and reading level is the lowest in the class. Unfortunately, more students need ELL support but there is a limit to the number of students that can be supported during one class time. They get pulled into the ELL classroom for the period.
One student strongly favors saying negative things to other students but cannot take the consequences of those actions when their classmates say they don't want to be friends with them or say that they are being mean.
The student will be asked how they are feeling. The answer is angry. Then they are asked why. Many times they fabricate the why even if the teacher observed the entire situation. They are conferenced alone or with the other students involved. Just simply talking about the issues makes the student seem like they will cry. But the behavior keeps repeating itself in the same week and even the same day.
has been notified of the behavioral and social concerns of this student. LS also aids in the ELL support class that this student attends for Writing.
Obsessively Tied at the Hip
Two students who do no sit near each other not stand in line next to each other will constantly be off task talking and together. They are asked to return to their line spot, but 3 seconds later they are still together.
Asked for Learner Support
By permission of the homeroom teacher, an email was sent to the Learner Support and Director of FP about the obsessive nature of these two male students. It's a concern because they are off task in every block/period and do not show self-control.
The overall spirit of the class is both mixed as helpful and hurtful. It's hard to pinpoint if this is a classroom management issue or the terrible chemistry of the individuals together.
Every Friday there is a 20-30 minute session on character development. Because of school events, the past few weeks we have not had this time. They have had several weeks on different Kindness lessons. Future lessons are on patience and self-control.
Like other teachers in the program, this classroom has a promise the students made that is on the wall about expectations. While there are many challenges in the homeroom, I've voluntarily attended their specials and notice that they are more disrespectful in art, music, and Korean as a Second Language class. Homeroom there is always 2 teachers but specials just have one. So me attending during my "free time" has helped in behavioral improvements. Sometimes I attend for 10 minutes, other times all but the last 10 minutes of class.
One student blurts out answers or their own ideas during teacher fronted instruction on a big rug (carpet time). This student also has
. While to me it seems acceptable to have a 7-8 year old blurt out answers, after one answer blurting and then asking to quietly say the other to themselves, the student continues to blurt out 2-3 more ideas. This student also has trouble sitting still during carpet time while most of the students sit well. It would be good to provide a trade off option for this student that is less distracting than climbing on the desk behind him as he is in the last row.
One student will lay down on the rug when she is pleading for her previous year homeroom teacher in homeroom and library. During library I calmly said she has 3 seconds to stay down and then she will get up and find a book. I counted to three and then she held my hand as I helped her up. Thankfully she complied and looked for her books afterwards.
She strongly hugs teachers and I remind her to please ask while removing her embrace. We have negotiated to having her asking for a hug politely as "May I please have a hug?" to which I can reply, "yes." We have also agreed to how many seconds the hug will last. Sometimes 5, sometimes 10 depending on the day and the need.
The same student in the separation issue will strongly grab hold of a teacher and fall down dragging them down. Gently asking her to let go while slowly releasing her so she sees that she is going to fall if the teacher doesn't hold her up hopefully gets her to realize that she is dragging her weight on the teacher.
After a recent incident with a student that was basically one-on-one with LS, me (Asst Teacher), or the homeroom teacher, LS has been trying to observe the other students in the class who were 'neglected'.
Response to Intervention
Learner Support specialist has plans that has been implemented in middle/high school for RTI and can discuss with using it for FP, specifically Grade 2.
While this school currently is not fully inclusive and possibly will not be in the next 5 years, the director would like to fund more staff or more plans to provide the fullest support for all the current students in the immediate future.
Even More Observations
The director of FP would also like to do more observations of the students in this class as well.
This class was one of two that was a candidate for splitting. There are more challenges with this group and hoping that the highest admin would grant funding for an additional 2nd grade teacher to split up the students is a hope by the homeroom teacher and me. But it is unlikely at this point.