Date Created: April 18th, 2017

Date Submitted: Spring 2017

Title of Artifact: Observation 4: Child Study #1
New Jersey Professional Standards for Teachers: Standard Two Learning Differences

I am placing my artifact, Observation 4: Child Study #1, under Standard Two Learning
Differences as evidence of continued mastery of providing knowledge and tools to each student
depending on their learning preferences. Due to the self-contained classroom environment, I was
able to observe students more individually and therefore, see what specific methods are effective
for certain types of learners. Within this observation there are multiple techniques which offer
students inclusive learning environments which allow them to progress to their fullest potential;
regardless of the diversities of each learner.

References:
New Jersey Professional Standards for Teachers. (2014, August 4). Retrieved from
http://www.state.nj.us/education/code/current/title6a/chap9.pdf
I. Observation 4:
Child Study #1
II. Grade:
Second
III. Student(s):
Age 7
IV. Setting:
Pull-Out Resource Room
V. Pre-Observation:
Prior to completing this observation, I analyzed my notes to choose which student

would be most effective for this area of study. I wanted to challenge myself to learn

more about how students physical, cognitive, social-emotional and language

development were impacted within a contained classroom setting. The student I

decided to do this study on started the school year excelling physically but lacking

linguistically. The student struggled with a few social-emotional issues but

cognitively they were average for second grade. I figured this specific student would

be a great learning opportunity to see how they would develop and progress

throughout the 30 hours of observations I completed.

VI. Data:
*View attached appendices*
VII. Analysis:
Through this observation, I discovered how crucial it is to recognize the connections

and relations between the four domains. By understanding these similarities, it makes

teaching to the whole child more efficient because you can recognize that certain

students specific needs will require different teaching methods. This student began

the year struggling in linguistic/language development. They had a hard time saying

certain words and sounds which impacted them socially within their main classroom.

This child occasionally felt excluded because of their speech impediment/delay. The

teacher I am observing did a great job at trying to understand the student and their

personal struggles in order to build a strong connection therefore, the student always
 felt comfortable with her. According to Darling-Churchill and Lippman, authors of,

Early Childhood Social and Emotional Development: Advancing the Field of

Measurement, explain, Researchers must remain mindful of the unique contexts of

development and skill emergence for special populations, including minority children,

English language learners, and children with special needs. Explication is needed

regarding best practices for assessing children whose developmental trajectories fall

outside the bounds of tests normed on typically-developing children, (2016, para.

24). If a student does not feel comfortable with a teacher they will have a difficult

time focusing or retaining the information being taught. Therefore, it is extremely

important to be a teacher who actively attempts to understand and comfort each

student. This teacher showed a unique concern in her students personal interests. For

example, this student loved to collect license plates so she would always try to tailor

her lessons or examples related to the learners specific interests to grab and hold

their attention. Due to the fact that the teacher was successful at insuring her student

felt secure they were able to make ample progress throughout my time observing.
VIII. Recommendations:
One thing I noticed with this student was that this student would get distracted and off

task extremely easily. Many times, they would go off-topic for a few minutes and I

felt as if the teacher I was observing could handle it more effectively. Due to this

student seeming very fidgety, a possible way to regain his focus is to allow him to use

the physical equipment within the classroom setting. Although the equipment was

specifically designed as physical therapy for students with severe disabilities, it would

be beneficial for all ranges of developing students to use. As Burns et. al explain in

Comprehensive School Physical Activity Programming and Classroom Behavior,

 Physical activity may provide a means to moderate arousal, which is a state of being

physiologically alert, wake, and attentive, that is necessary to optimize classroom on-

task behavior. Physical activity also may increase attention span via moderating the

neurochemicals serotonin, dopamine, and norepinephrine in the brain as well as

brain- derived neurotrophic factor, synaptic proteins, and insulin-like growth factor-1,

(p. 100). If the student had the opportunity to take a couple minute break to use the

swing or physical equipment in the room it is very possible that they would be able to

regain the focus and finish their started task.

IX. Post-Observation:
After finishing this observation, I realized how complex being a teacher truly is.

There are many aspects to teaching that I did not understand until I had the

opportunity to be in the field observing. The main concept I took away from this

observation was that the most crucial task to ensure that your students feel

comfortable with you and the classroom atmosphere. I feel this way personally

because if a student is uncomfortable or unsure of their teacher/environment, they

will shut down and will be nearly impossible for them to make significant progress.

As a learner myself it was very eye-opening to see what accomplishments and

progression students can make in such a short period of time.

X. Citations:
Burns, R. D., Brusseau, T. A., Fu, Y., Myrer, R. S., & Hannon, J. C. (2016).

Comprehensive School Physical Activity Programming and Classroom

Behavior. American Journal of Health Behavior, 40(1), 100-107.

doi:10.5993/ajhb.40.1.11

Darling-Churchill, K. E., & Lippman, L. (2016). Early Childhood Social and

Emotional Development: Advancing the Field of Measurement. Journal of

 Applied Developmental Psychology, 45, 1-7.

doi:10.1016/j.appdev.2016.02.002

New Jersey Department of Education FIRST through THIRD GRADE :

Implementation Guidelines 2015. (n.d.). Retrieved from

http://www.state.nj.us/education/ece/rttt/ImplementationGuidelines1-3.pdf