Early childhood human development is a very critical foundation for a child’s academic and social communication. Consequently, I believe my analysis of Mike’s language disability is having a lasting affect on his progress in communication and cognitive development. Some of his disability could be traced to early human development. Deiner and Deiner state that “vowels and the consonants /p/, /b/, /m/, an /w/ are [the] easiest for a young child to pronounce” (p. 277). Moreover, I believe Mike continued to be limited during other stages of his development. For example, according to Deiner and Deiner (2010) children at between the ages of 5 and 6 begin to demonstrate pre-academic skills. Because of Mike’s age (8 years-old), I believe his human
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First, I wonder why Mike does not participate in a more inclusive classroom. Indeed, I found the current educational setting was not appropriate for Mike to fulfill his full educational potential. For example, I found Mike to be attentive to teacher instruction, but he did not appear to be a challenged by the instruction. In my observations of Mike during small group and independent time, Mike behaved appropriately and was attentive to his surroundings. Compared to Mike, I found other students to lack both physical and common sense of awareness. Second, I wondered about the relationship that existed between the various educational stakeholders of Mike’s education. What is the relationship between Mike’s teachers and his mother? What is the collaboration between the family, medical experts, and school administrators? I believe there exist some misinformation between Mike’s educational advocates. Third, in my small sample, I found that Mike’s teacher did not appropriately differentiate his instructions for his diverse students. Lastly, the teacher only provided verbal cues for students and did not provide any visual …show more content…
I recognize the size of the classroom to be appropriate for the age group. Interestingly, I found the teacher’s use of workspace to be adequate in certain areas but I also felt that some spaces were not being effectively utilized. It was unclear to me if the structure of the tables, chairs, and workstations either supported or impeded classroom disruption from students. I notice that the way the desk were placed some students could not understand the instructions by the teacher. Also, I noticed that the placement of small group activities was based on the placement of the desk and not what would be more appropriate for student learning. In other words, groups were not organized due to the activity itself, but more because of space convenience (play dough, guided reading, grammar). During a specific observation of students working in “centers,” I found that the students needing cueing and/or modeling. I noticed that the teacher doing a lot of the modeling maybe due to the various learning disabilities in the classroom. I noticed Mike often times visually observe the teacher led modeling in order to complete his work. On the one hand, I noticed that the classroom displayed a lot of student work—both correct and incorrect—throughout the classroom. On the other hand, a quick observation of wall space also demonstrated a lack of visual support for
First, I wonder why Mike does not participate in a more inclusive classroom. Indeed, I found the current educational setting was not appropriate for Mike to fulfill his full educational potential. For example, I found Mike to be attentive to teacher instruction, but he did not appear to be a challenged by the instruction. In my observations of Mike during small group and independent time, Mike behaved appropriately and was attentive to his surroundings. Compared to Mike, I found other students to lack both physical and common sense of awareness. Second, I wondered about the relationship that existed between the various educational stakeholders of Mike’s education. What is the relationship between Mike’s teachers and his mother? What is the collaboration between the family, medical experts, and school administrators? I believe there exist some misinformation between Mike’s educational advocates. Third, in my small sample, I found that Mike’s teacher did not appropriately differentiate his instructions for his diverse students. Lastly, the teacher only provided verbal cues for students and did not provide any visual …show more content…
I recognize the size of the classroom to be appropriate for the age group. Interestingly, I found the teacher’s use of workspace to be adequate in certain areas but I also felt that some spaces were not being effectively utilized. It was unclear to me if the structure of the tables, chairs, and workstations either supported or impeded classroom disruption from students. I notice that the way the desk were placed some students could not understand the instructions by the teacher. Also, I noticed that the placement of small group activities was based on the placement of the desk and not what would be more appropriate for student learning. In other words, groups were not organized due to the activity itself, but more because of space convenience (play dough, guided reading, grammar). During a specific observation of students working in “centers,” I found that the students needing cueing and/or modeling. I noticed that the teacher doing a lot of the modeling maybe due to the various learning disabilities in the classroom. I noticed Mike often times visually observe the teacher led modeling in order to complete his work. On the one hand, I noticed that the classroom displayed a lot of student work—both correct and incorrect—throughout the classroom. On the other hand, a quick observation of wall space also demonstrated a lack of visual support for