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Teacher Notebook

Child A:
List the three assessments you administered to this child: [5 pts]
Student Interest Inventory
Multiple Intelligence Questionnaire Anecdotal Record
Describe specific information you learned about this child through the three assessments identified
above. (This might include areas of interest, learning styles, learning disabilities, distractions, physical
disabilities, social skills, etc.) (15 pts)

The first assessment administered was the Student Interest Inventory. I used this assessment to
get to know the student better and as an individual. From the assessment I learned he is the
youngest in his family, has three older brother (two of them independent adults living away
from home), favorite thing to do is play video games, loves to eat lasagna and pizza, dislikes
math, and dislikes suspension and getting in trouble. Child A has a poor bodily self-image as
his response to the question If I had one wish, it would be was to be skinny. His lack
of self-worth and self-esteem is very concerning to me.

The second assessment was the Connell Multiple Intelligence Questionnaire for Children. This
particular one was used because its in student friendly language, brief, and easy to read/score.
From this assessment I learned he is very strong in two areas: Picture smart (likes art classes,
to paint or draw, to build things, play video games, and notice different styles), and Body smart
(likes to dance, play sports, build models, move, physical activities, and can feel the right
answer). His next strong areas were Music smart and People smart. The other intelligences
(Word, Nature, Math and Self) were equivalent in scores. I learned some useful learning
preferences and learning styles from this assessment. This information will be useful when I
need ideas on how to motivate him through use of his interests.

The third assessment used was an anecdotal record I kept over the period of six weeks. Child A
is known among teachers in the school as a behavior problem. His crime: talking. He is a
verbal child who has a constant need for oral stimulation and verbal sharing. He constantly
seeks for acceptance and affirmation. I kept a tally of every time he was given a verbal
reprimand or verbal reminder to stop talking or to get back on task. A couple of the days there
were not a large number of offenses, but that was generally due to other reasons beyond the
behavior (the student being absent for part of the day, or DWA testing at a computer all day in
the computer lab). On an average day in the classroom the number of behavior offenses was
high; a significantly noticeable difference from any other student in the class.

Identify a behavior or an academic skill that you would focus on to help this child be more successful
at school. (Some suggestions are: staying in seat, developing social skills, completing assignments,
anger issues, more challenging assignments and/or instruction, etc.) (10 pts)
My focus for Child A is to guide him in appropriate times to talk and share with neighbors by
giving him ample opportunities to do so in an academic manner. Along with that focus will be to
increase his self-esteem and confidence by setting him up for success, giving him leadership roles, and
providing him opportunities to participate and move around. The ultimate goal will be to keep him
engaged.
Describe how you will use specific information collected from the three assessments listed above in a
plan to help this student improve his/her behavior, make school more meaningful and successful and/or
help this child to develop socially, intellectually, and/or emotionally. (The information collected might
include: favorite foods, favorite school content areas, social skills or social settings, personal areas of
interest such as animals, electronics, sports, countries other cultures, learning styles, etc.) (15 pts)
Through my assessments of Child A, I have learned a great deal of helpful information that will
help me create a plan to curb his tendency to interrupt or disturb the class by talking.

I will plan for multiple verbal responses and oralcy in my lessons.


I will call on Child A frequently to keep him focused and engaged.
I will meet with the student and find out what would motivate him and be a good
incentive to stay on task, do his work, and limit his number of outbursts in class. Based
on the assessments I would say time to play games on the iPad would motivate him.
Also pizza coupons/vouchers/gift certificates, recess, or creative projects could be great
incentives. He would have a choice or say in the incentive.
He would be in charge of keeping an anecdotal record (as I did) of the number of
talking offenses had in class. Keeping track of that behavior would make him
accountable, help to visually see the number of times his talking or disturbances
interrupt the class, and to learn to self-monitor.
Together we could set up a plan for an incentive for positive behavior, the
consequences of offenses (and how many), and self-reflect or evaluate at the end of
everyday.
I will give him leadership roles and responsibilities in the class to boost his confidence
and self-esteem.

Effective Writing (5 pts)


Total Grade: ___ /50

Teacher Notebook
Child B:
List the three assessments you administered to this child: [5 pts]
Student Interest Inventory
Multiple Intelligence Questionnaire Anecdotal Record
Describe specific information you learned about this child through the three assessments identified
above. (This might include areas of interest, learning styles, learning disabilities, distractions, physical
disabilities, social skills, etc.) (15 pts)

I first administered a Student Interest Inventory to Child B. I found out he is an 11 year


old boy with 5 siblings, he is the second oldest, he loves school and gets good grades,
he is independent, intelligent, self-motivated, is musically inclined, loves to play the
guitar, favorite book is Spirit Animals, favorite TV show That 70s Show, favorite
singer/artists are Eminem and Justin Beiber, favorite food is bacon, enjoys recess at
school (favorite part of day), and is a critical thinker.

The second assessment administered was the Connell Multiple Intelligence


Questionarie for Children. He received a very high score in 6 of the 8 areas. His
highest area was for Nature smart (likes to play with and take care of animals, going to
zoos/parks/aquariums, being outside, hiking, waking, running, observing natures
changes, recycling, caring for the environment, and paying close attention to nature.
He second highest area was People smart (playing sports, building, acting, and physical
activities). After that, he scored equally the same in 3 of the areas: Music smart,
Picture smart, and Math smart.

The third assessment was an anecdotal record over a 6 week period where I observed
him. The behavior I defined, identified, and tallied was helping his peers with an
assignment, problem, or for any assistance. Child B is an advanced learner who grasps
concepts quickly, is usually one of the first ones done with his work, and gets very
good grades. For the previously mentioned reasons, his peers use him a lot for help.
He is counted on by his classmates but at times his help can be abused and a hindrance.

Identify a behavior or an academic skill that you would focus on to help this child be more successful
at school. (Some suggestions are: staying in seat, developing social skills, completing assignments,
anger issues, more challenging assignments and/or instruction, etc.) (10 pts)
My focus for Child B is to help him gain independence from needy classmates and to have
more time to extend his own learning.

Describe how you will use specific information collected from the three assessments listed above in a
plan to help this student improve his/her behavior, make school more meaningful and successful and/or
help this child to develop socially, intellectually, and/or emotionally. (The information collected might
include: favorite foods, favorite school content areas, social skills or social settings, personal areas of
interest such as animals, electronics, sports, countries other cultures, learning styles, etc.) (15 pts)
Through my assessments I learned that Child B is a great student and a good friend, but he
needs classmates to respect him and not take advantage of him.

Together we would set up a timeline and schedule of lesson extensions. If his classmates were
to ask him for help, they would be redirected to me, or an assigned partner.
I would include his personal interests to relate to sidebar activities, as well as for incentives or
motivation to work hard and be challenged.
We would establish a plan from the year of extension with rubrics and expectations.
I would ensure that he has opportunities to be surrounded by peers (even from other grades or
classes) that are on the same learning level (above his grade level).

Effective Writing (5 pts)


Total Grade: ___ /50