Running head: Matilda Case Study

Matilda Case Study

Tracey C. Brown Rice

George Mason University

December 12, 2016

Introduction to Matilda:

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Matilda Case Study

As my case study student, I have chosen to explore and analyze the learning

and actions of my student Matilda, a pseudonym. Matilda was chosen because I question

the data that was passed on from second grade and prior. As her third grade teacher, I do

notice her Attention Deficit and Hyperactivity Disorder medical diagnosis; however, with

redirection and teaching with her, opposed to the opposite, teaching to her, I dont see

how she has been red flagged (marked as a student with high academic concerns). In

Matilda's behavior and academic file, it appears the majority of written anecdotal notes

are observational, to include notes about Matilda frequently roaming the room and being

inattentive. This was disturbing to me,, as I am more concerned about what interventions

took place. I wonder wWhat strategies were used?, and wWhat strategies worked ?, etc.

to boost her attentiveness and effort, as none were recorded.

In my 2016-17 instructional setting, I have twenty-two students in my learning

community. Students come from all different backgrounds, to include: Hispanic, the

majority, Korean, Vietnamese, Indian and White. Many of my students speak dual

languages, their home language and English. When conducting lesson practice, tasks, and

stations, students are encouraged to work with a buddy and to sit either at their desk

groups or around the room, a place of choice and focus for carrying out their learning.

Instructionally, students are reading close to, if not on grade level. The reading

benchmark for the beginning of third grade is a level 28 (M in correlation to Fountas and

Pinell) and currently, my students reading levels range from a 16 (I), a second grade

reading level, to a 28 (M). In the first few weeks of school, I have noticed a fire lit

amongst my students, as they are inquisitive and are already modeling the ability to

disagree with themselves. These are two pivotal life-long skills that the majority of

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Matilda Case Study

students learn in third grade due to it being a Standards of Learning year (questions are

posed in a variety of ways, beyond multiple choice and fill-in-the-blank), but most

importantly, a year of change, where students move from being literal (i.e. I have to be

right mindsets) to more critical, justifying their thinking via using strategies.

In addition, I serve more as the facilitator in my instructional setting. Through

the use of questioning and peer-to-peer interactions, students are exposed to each others

thinking with meaning and purpose. Here, the curriculum is scaffolded and students are

maximizing their learning in our student-centric learning environment. What helps is that

I know what needs to be taught, as this is my third year in third grade, and where students

are going, as a previous fifth grade teacher for three years. Students are engaged by

interest and are apart of the learning, in all subject areas.

Description of the learner:

As some current background, Matilda is an eight-year-old Hispanic student.

During focus lessons, I notice her inattentiveness and her ability to become easily

distracted by pencils or things on or in her desk. This is an example of how her Attention

Deficit and Hyperactivity Disorder medical diagnosis can affect her ability to learn,

seeing that she is not consistently taking medication. As a structural change, to increase

her academic performance, she is to sit on a stool or chair, during focus lessons, even if

the entire class is on the carpet. At all times, she is to be in close proximity to me.

Going more in-depth about her emotional and social influences, Matilda overall

has a bubbly attitude about life and really sticks to herself, in class. Even when making

mistakes, Matilda is very positive and takes in constructive criticism without shutting

down. In class, she can work in a small group, but oftentimes chooses to work in a small

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Matilda Case Study

group when the opportunity presents itself. As her station of choice, she enjoys the math

and reading computer stations. This is a time when she wears headphones, puts on

classical music from either the computer hard drive or YouTube and gets in the zone to do

her work, often an ABCYa! game that she can connect back to our learning targets.

In terms of her at-home life, Matilda is one of many siblings. It appears that she

is physically neglected. Oftentimes, Matilda will repeat outfits that are too small in size

for consecutive days at a time. She is open to help when peers or I politely ask her to

adjust her clothing. Here, she embraces the help opposed to becoming embarrassed. On

many occasions, she has shared that her dad lives in a neighboring city and that her

mothers significant other lives with her, her mom, and siblings. Despite these factors,

Matilda comes to school everyday with a smile and leaves happier than she entered after

being in our classroom learning environment.

Academically, she is on grade-level and keeping up with in class tasks.

However, if absent, missed work is often shoved in her desk. And the few times a

substitute teacher was in the room, it was reported by the guest teacher (and her peers)

that she didnt listen or follow directions. From this, I can see how Matilda greatly

benefits from routine and procedure along with my direct redirection where unwanted,

off-task behavior is cited and corrections are made with her to not only exemplify wanted

behavior, but see why the given behavior is important through a life-long learner lens.

Educational strengths & needs and connections to readings and learning theories:

Thinking about her strengths, Matilda is strong in math. She is able to model

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her understanding of place value rounding, and adding money- all units covered thus far

in class. In terms of reading, she has moved from a 24 (L) to a 28 (M), from September to

October of this school year, which is considered on grade-level for Quarter 1 of third

grade. In our reading conferences and running record interactions, she is able to read

short text and demonstrate her understanding of retelling what she read in a terse, straight

to the point way. Now that she is getting a better grasp of our routines and procedures,

she is seen providing gentle reminders to help her peers get on task when they are not

maximizing their learning time. Post these interactions, Matilda sometimes looks at me

and smiles, as to be validated through body language that she is being a good citizen.

When watching Matilda, I am perplexed and her ability to learn. Though she

distracted and often seen attempting to daydream, she is paying attention during the focus

lesson, as evident when called upon to share her thinking or instructed to turn and talk

with a neighbor. I want to know how to best help Matilda maximizing her learning, so she

is not easily bored and is consistently monitoring her own engagement in school.

Last school year, I encountered my most diverse classroom yet. High emotional

and academic support was consistently needed and many of my students had significant

educational gaps that impacted their ability to learn beyond what could be scaffolded in a

given school year, without additional services. In the 2015-16 school year alone, I

referred eight students to Local Screening and out of those eight, an Individual

Educational Plan was established for seven students. Amongst those referred, one student,

in my opinion, would have benefit from Attention Deficit Hyperactivity Disorder

(ADHD) medication to help with his focus and stamina. However, this year in Matildas

case, I feel that more motivation to succeed (grit), especially per her writing strengthen in

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Matilda Case Study

detail post using her as an example for my anchor chart in September, is needed opposed

to medication. From this point to present, her writing has taken off from writing nothing,

as her Beginning of the Year writing sample, to writing a detailed paragraph with vivid

language and an accompanying picture.

Per As it relates to the Social Emotional Learning (SEL) Theory, I will be

building up Matildas support team. In the SEL Theory, Joseph Durlak (Durlak, et al.,

2011) and Daniel Goleman (add reference from the SEL learning theory project

here(Goleman, 2016) shared their belief in that building a strong and collaborative

parent-student-teacher support system would increase a students ability to learn and

perform. When looking back on my Case Study Planning Graphic Organizer, I had to

revise and test out what Durlak k(Durlak, et al., 2011) and Goleman (Goleman, 2016)

(add a reference here) said to be true. In my school population, and in Matildas case,

many of our parents and guardians work various shifts and it is often up to older siblings

and caregivers, if affordable, to watch over students at my school. Due to Matilida being

a part of the schools status quored flag list and ,showing signs of an inability focus in

previous learning environments, her I have submitted her name to the school counselor to

has been submitted for her to attend theattend a weekly self-awareness small group for

extra social-emotional supportwith the school counselor. This is a 6-week program that

started in mid-October and teaches Matilida (and students alike) how to identify, share,

and monitor her feelings along with her actions in efforts to help Matilda self-correct her

own behavior to excel in their learni nwhen low stamina is exhibited. g.

Thinking more deeply about Matildas support system, I thought about who has

observed MatlidaMatilda over the years and has been an instrumental stakeholder in her

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Matilda Case Study

education. When identifying this person, who is now considered the special education

lead and serves over the program, I included them in the parent-student-teacher, and now

supporting team, support team. After conversing about my observations and the noted

observations about MatlidaMatilda randomly getting up to walk around the room, during

class, I advocated for a fidget, an object that a student can move around in their hands to

help them receive sensory stimulation and maintain focus on the learning at hand.

Received early October, this fidget did WONDERS! MatlidaMatilda carried this tool

through the morning and even to recess and afternoon. She was able to share her learning

and thinking about blends and character traits in literacy, and share her understanding of

reviewed math concepts, to include: rounding, place value, and estimation, in the first

afternoon the fidget was received. MatlidaMatilda even took responsibility to get a Ziploc

bag, without being told, to place her fidget in for the next day, and took time to label the

baggie with her name on a sticky note with pride.

Per As it relates to the Constructivist Learning TheoryLearning Theory Project

(Adam, et al., 2016), theorists believe that learning is not on the content, but the student.

Here, students and other learners are motivated to learn what is interesting and

meaningful. It is then that learners conduct their own perspectives understanding of the

world through past experiences and prior knowledge, called schema (Bavisaker, et al.,

2009). Similar to teacher with MatlidaMatilda and peaking her interest in writing by

using her in my writing focus lesson, I will continue to provide more opportunities of

interest and guide her in her learning in efforts to help MatlidaMatilda participate in the

active process of learning.

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Matilda Case Study

Part II: Goals for Learner & Research-based Recommendations

Goals for Matilda & connections to learning factors and learner strengths and needs
with research-based recommendations:

Per my concerns about Matilda, I have developed four goals for her that fall

within the I. Cognitive and Metacognitive, II. Motivation and Affective, III.

Developmental and Social, and IV. Individual Differences learning factor categories

(APA, 1997).

To address I. Cognitive and Metacognitive, Matildas goal is to create

meaningful, coherent representations of her knowledge overtime with little to no support

and instructional guidance. Through the use of growth mindset (Dweck, 2006) in my

teaching, facilitating, and one-on-one conversations, I will be building up Matildas self-

efficacy in her abilities as a learner. Here, personal and educational aspirations, to include

other interests, and how to identify opportunities for growth, what she needs to work on,

will be scaffolded in efforts to help Matilda generate short-term and long-term goals.

Short-term goals will center around strategies to fix in-class weaknesses and when

grasped in how to set these goals, long-term goals will be generated to help fix general

weaknesses that impede Matilda from moving to the next or even future stepping stones

that lead to her big picture aspirations in life. This is essential, as Test scores and past

achievements tell you where a student is, but they dont tell you where a student could

end up (Dweck, 2006).

Thinking about where she falls in this goal, Matilda is still at step one (as of

November 2016), learning how to identify her in-class weaknesses with support, as

opposed to daydreaming and letting time pass, as if to glaze over what she needs to work

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on, before she is able to set a short-term goal. Though she is meeting grade-level

benchmarks and is able to comprehend her thinking, with teacher support, she has a

difficult time when working on challenging tasks. Opposed to working with a buddy, a

classroom option along with working independently, if confident in completing the given

task, she often chooses to sit at her desk and either sketch or color until redirected by a

peer or myself. This sense of self-helplessness needs to be curved into a more proactive

stance of advocating for help when tasks are too challenging and another strategy is

needed to model her thinking through pictures, numbers, and/or words (in any subject

area).

Thinking about the second learning factor, II. Motivation and Affective, I want

Matilda to take more risks in her learning in efforts to sparks her positive emotion of

curiosity. In part, this goal connects to I. Cognitive and Metacognitive, as Matilda has to

build up her self-efficacy and I can do it attitude before taking risks. Also, she must see

the value in learning in terms of its relevance and how it connects to her interests and

aspirations before longing to know more and taking much pride in her accomplishments.

As a strategy, I will add more grit by targeting Matildas effort seeing how Effort isa

major indicator of motivation to learn (APA, 1997). Once getting her to commit to

learning, she will then be pushed to achieve higher standards. Here, I will be

backpedaling and better scaffolding how to reach and exceed my already high

expectations or my students. As Joseph (2010) states, Successful students at all grade

levels are self-regulated learners who assess their knowledge and examine their cognitive

processes, abilities that become more important as students move from elementary to

middle and high school (p. 100).

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In terms of Matildas current stamina, specifically when transitioning from

station to station in math and reading or to the different subject areas, Matilda is often

seen either sharpening and re-sharpening her pencil or staying too long at the computer

station (off task on a fun, indoor recess website), wasting and exhibiting an imbalance in

her learning time where her skills are not being sharpened to their potential.

Though the sound of a pencil being sharpened and the misuse of computer time

may be comforting and of interest, time needs to be shifted towards the learning and

away from learning scapegoats. What makes the learning challenging and interesting

needs to be addressed with Matilda in efforts to help her process through learning

stumbling blocks and exert more effort. When what she deems as challenging is

identified and discussed, she than can start making meaningful and powerful connections

to her interests and ask questions to extend her learning and exhibit her curiosity. In terms

of intrinsic rewards, Matilda does feel proud and often says, Yes! when self-correcting

a given lesson practice and seeing that she has answered the question correctly. She too

finds great pride in being a good citizen, as advocates this to me via her eye contact and

facial cues. However, it is here that I want to draw out a deeper sense of pride, helping

her see that when pushing through a challenging task, one not only grows as a better

learner, but as an individual- ones tolerance, ability to persevere, and stamina increase as

a result.

In terms of third learning factor, Developmental and Social, I want Matilda to

capitalize on buddy interactions during practice and station time. According to social

learning theory, learning is facilitated by observation and interactions with others

(Hoppitt & Laland, 2013). When in a social influence situation, we copy others and

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begin to develop skills and assimilate new information without realizing it, thus implicit

learning occurs (Hattie & Yates, 2014, p. 137). As shared, Matilda prefers working solo

on lesson practice tasks and during reading and math stations, she is just now starting to

be able to work with others effectively in a group of two to three total students

(September 2016 November 2016 progress). However, when working with peers, her

interactions consist of demands, calling people out when off task and even not following

the directions. Also, when playing an interactive game, she is able to point out the answer

while saying, Its right here (i.e. exhibiting when demonstrating her map skills and

pointing to the correct solution when many are provided in a general activity).

By implementing this goal, I want Matilda to learn how to socially and

academically interact with her peers. I want her to be polite opposed to demanding and

use her prior and current knowledge along with know strategies to effectively justify her

thinking and possibly even persuade her group member(s) as to why her thinking is

accurate or correct. As a 21st century learning, I too want Matilda to see the power in

conversation and collaboration, seeing that these skills will greatly help her in the

immediate future or short-term (i.e. in school, specifically when sharing and actively

listening to peers), and in the future or long-term (i.e. professionally, when growing her

business and even still when communicating with peers and colleagues). It is that Matilda

will make connections and begin to see how Learning is influenced by socials

interactions, interpersonal relations, and communication with others (APA, 1997).

For the last learning factor (IV. Individual Differences), my goal for Matilda is

to help her become open-minded when working with others. In small group settings,

some of her frustration and demanding tone, when trying to work with others, comes

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from her lack of understanding of her peers work ethic styles. She must not only know

that it is okay to use a different solving strategy than your peers, and be unique, she must

too appreciate this in others. It is in this factor that the value of individual differences,

especially in terms of learning strategies and approaches, is highlighted. To help Matilda

turn this opportunity for growth (weakness) into a strength, she must first learn how to

connect and adapt. Specifically, she must learn how to make a connection, possibly to her

learning, identify similarities and differences, and too see where her peers are coming

from, through their lens of learning (Brookfield, 1995).

Overall, my aim is to help Matilda build up her self-efficacy and trust, not only

with me, but in her own learning abilities. It is then that the academics will come,

meaning she will be able to increase her stamina (focus), ability to self-monitor her

learning and learning needs along with her content fluency. Also, she will be maximizing

her opportunities for success in third grade and beyond, as an ongoing learner. This

theory, building self-efficacy, trust, and the academics will come, is also a part of my

educational philosophy that I want to prove true.

Part III: Reflective Discussion

Reflecting on the learner:

Matlida has validated my educational philosophy in that when opportunities,

specifically differentiated opportunities, are provided, all students can learn. Originally, I

had concerns about Matildas frequent daydreaming tendencies and her then inability to

monitor her own engagement and stamina during the school day. I was too concerned

about received personalized instruction and interventions from her years past, as read

anecdotal notes from her previous teachers cite her constant movement around the room.

From this, it is my prediction that her inability to sit on the carpet or in her set during the

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focus lesson and practice time has translated into her being a student who cannot focus or

produce work like her peers. By working very closely with Matlida, she has further

helped me look beyond student labels and focus on the root of observations and

assumptions, handling student interactions at the Contextual level (Taggart, 2005).

In just three months of school, she has evolved. Specifically, Matlida has

learned to work with others opposed to choosing to work by herself. By building in more

buddy and small group nonnegotiable tasks into the focus lesson, she has tremendously

built up her self-confidence and courage to work with her peers. When comparing her

pre- and post-grit scale survey, this is too evident, as she now sees herself as a soaring

eagle opposed to feeling unsure about her learning abilities when asked to do a self-

reflection. Consistently, we have worked one-on-one on communication skills and how to

advocate when tasks are unclear, different, easy, etc. opposed zoning out, which was a

place of comfort. And because of this, she is now able to monitor her engagement and

also adjust when a new seat or place to work is needed. Oftentimes, she can be seen

standing up, working on top of the art cart, intently.

Reflecting on self as a teacher:

As a teacher, I understand my purpose of building self-efficacy and trust with

my students (and colleagues) before seeing academic results. Oftentimes, it is easy to fall

into the trap of listening to other peoples experiences and either adding or using their

lens as fact. When this case study, I have learned to block out the noise, observe my

students, and analyze at the Contextual level (Taggart, 2005), as to identify the antecedent

before intervening with a for-action (Schn, 1983) purpose. In the world of teaching, this

was really a stretch for me, as students are constantly tracked and encapsulated based on

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test scores and first impressions (and/or hearsay). Having been at my current school for

now three years and knowing the third grade curriculum has really helped me be

successful. And to add on, having a growth mindset and a positive outlook on all

students I encounter also has been critical in my success in maximizing Matildas

learning and engagement.

Reflecting on the classroom and teaching:

In my learning environment, I have learned how to teach with my students and

drawn them in, as to provide personalized instruction. Being in a Title I school, where the

majority of students (500+) are considered English Language Learners, has added a

whole new meaning to language and culture. However, just like looking past Matildas

ADHD to get to the core of how to improve her stamina and focus, I have learned to do

the same and look past the label Title I. I have learning how to intently listen to my

students and use them as teachers to create a learning environment that is community and

collaborative based. I feel the most confident now in terms of really knowing my

students, their strengths and opportunities for growth, but most importantly, how to

facilitate an effect moment where a student teaches their peers in a manner thats sticky

and effectively differentiated for their learning readiness and needs.

Reflecting on future action:

Thinking about my for-action (Schn, 1983), I will continue teaching with my

students at the Contextual level (Taggart, 2005). By pushing myself to investigate the

antecedent to certain behaviors, all students will make educational gains in their ability to

learn. In addition to this, purposeful feedback will be given when formally and informally

conferencing with students. Aside from seeing Matilda benefit from directly cited

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strengths and opportunities for growth (weaknesses), Hattie and Yates (2014) highlights,

The purpose of feedback is to reduce the gap between current and desired states of

knowing (p. 67). This continued action will help students self-monitor their actions and

better advocate when points of confusion arise. While conferring with students, especially

in one-on-one settings, more praise will be cited and a positive spin (growth mindset) will

be used when discussing what cannot be done or mastered yet. Research shows that

Praise has more powerful effects than punishment (Hattie & Yates, 2014, p. 67).

When reflecting on Matildas grit survey and seeing how she didnt initially

believe in her ability to learn, I was reminded that each year, the traditional learning

environment changes. 21st century students are less likely to sit still to be taught to.

Instead, teaching needs to occur with the students and students need opportunities to

move and choose a place around the classroom to carry out their learning, which includes

working while standing up and moving around. As another future action, I will continue

to promote metacognitive growth. During the duration of my case study, I was very

purposeful in my think-alouds, ongoing discussion and spiraling along with my targeted

focus lesson practice, which caused all of my students to think at a deeper level about

their thinking. Research proves that building up students metacognition is most powerful

when implementing Direct instruction through teacher modeling, ongoing discussions

about metacognition, and active classroom practice and highlights that writing

activities, such as reading logs and self-assessment checklists should be used to best

promote metacognitive growth (Joseph, 2014, p. 101). By implementing these future

actions, all students I encounter will maximize their learning and engagement, allowing

them to not only soar in the classroom, but wherever they go!

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References

Adam, K., Cummings, S., Purman, K., Williams, M. Constructivist learning theory:

Learning theory group project. EDUC 613, George Mason University.

American Psychological Association (1997). Learner-centered psychological principles:

A framework for school reform & redesign. Washington, DC.

Bavisaker, S., Hartle, R.T., & Whitney, T. (2009). Essential criteria to characterize

constructivist teacher: Derived from a review of literature and applied to

five

constructivist-teaching method articles. International Journal of Science

Education, 31(4), 542-550. http://dx.doi.org/10.1080/09500690701731121.

Brookfield, S. (1995). Learning to know ourselves: The value of autobiography.

Becoming a critically reflective teacher . (pp. 49-70). San Francisco, CA:

Jossey-

Bass.

Duckworth, A.L, & Quinn, P.D. (2009). Development and validation of the short grit

scale (grit 8). Journal of Personality Assessment, 91, 166-174.

http://www.sas.upenn.edu/~duckwort/images/Duckworth%20and%20Quinn.pdf.

Durlak, J.A, Dymnicki, A.B. Taylor, R.D., Schellinger, K.B., Weissber, R.P., (2011).

The impact of enhancing students social and emotional learning: A meta-

analysis of school-based universal inventions Child Development, 82,

405-432.

Dweck, C.S. (2006). Mindset: The new psychology of success. New York: Ballantine

Books.

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Matilda Case Study

Goleman, D. (2016). Social and emotional learning. Daniel Goleman. Retrieved from

http://www.danielgoleman.info/topics/social-emotional-learning/.

Hattie, J. & Yates, G. (2014). Visible learning and the science of how we

learn. New York,NY:BasicBooks.

Hoppitt, W & Laland, K. (2013). Social learning: An introduction to

mechanisms,

methods, and models. Princeton,NJ:PrincetonPressUniversity.

Joseph, N. (2010). Metacognition needed: Teaching middle and high school students to

develop strategic learning skills. Preventing School Failure, 54(2), 99-103.

Schn,D.(1983).Professionalknowledgeandreflectioninaction.Thereflective

Practitioner.NewYork,NY:Routledge.

Taggart, G. (2005). The reflective thinking pyramid. Retrieved from

http://image.slidesharecdn.com/assesingreflectivethinking-150329041524

conversion-gate01/95/assessing-reflective-thinking-10638.jpg?cb=1450783936

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Appendix A: Data collection methods used in the case study
Data Source Information Sought
Duckworth's Short Grit How Matilda sees herself as
Scale (Duckworth, 2009) a learner before and at the
close of the case study will
be revealed.
Growth mindset theory Her change in her
(Dweck, 2006) metacognition and actions
along with self-confidence
and perception of herself as
a learn will change over
time.
Appendix B: Sample data collection tools
Sample 8-Item Short Grit Scale (Pre- and Post-Assessment):
Learning factor AND/OR
goals this information will
help you address
-Nature of the learning
process (APA)
-I. Cognitive and
Metacognitive
- II. Motivation and
Affective
- IV. Individual Differences
learning
-Nature of the learning
process (APA)
-I. Cognitive and
Metacognitive
- II. Motivation and
Affective
- III. Developmental and
Social
- IV. Individual Differences
learning
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Directions for taking the Grit Scale: Please respond to the following 8 items. Be honest
there are no right or wrong answers!

1. New ideas and projects sometimes distract me from previous ones.*

Very much like me

Mostly like me

Somewhat like me

Not much like me

Not like me at all

2. Setbacks (delays and obstacles) dont discourage me.

Very much like me

Mostly like me

Somewhat like me

Not much like me

Not like me at all

3. I have been obsessed with a certain idea or project for a short time but later lost
interest.*

Very much like me

Mostly like me

Somewhat like me

Not much like me

Not like me at all

4. I am a hard worker.

Very much like me

Mostly like me

Somewhat like me

Not much like me

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Not like me at all

5. I often set a goal but later choose to pursue (follow) a different one. *

Very much like me

Mostly like me

Somewhat like me

Not much like me

Not like me at all

6. I have difficulty maintaining (keeping) my focus on projects that take more than a few
months to complete. *

Very much like me

Mostly like me

Somewhat like me

Not much like me

Not like me at all

7. I finish whatever I begin.

Very much like me

Mostly like me

Somewhat like me

Not much like me

Not like me at all

8. I am diligent (hard working and careful).

Very much like me

Mostly like me

Somewhat like me

Not much like me

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Not like me at all

Scoring:

1. For questions 2, 4, 7 and 8 assign the following points: 5 = Very much like me4 = Mostly
like me3 = Somewhat like me 2 = Not much like me 1 = Not like me at all

2. For questions 1, 3, 5 and 6 assign the following points: 1 = Very much like me2 = Mostly
like me3 = Somewhat like me 4 = Not much like me 5 = Not like me at all

Add up all the points and divide by 8. The maximum score on this scale is 5 (extremely
gritty), and the lowest scale on this scale is 1 (not at all gritty).

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