Deanna Boerstler

Case Study Analysis

Out of all of my high school students, Jin is the one that provides me with the largest
challenge. Jin is an English Second Language students whose primary language is Mandarin, and
while he can hold conversations in English, there are times where I can tell he is not
understanding. Jins lack of understanding presents itself in the form of attention deficits. Jin is
not a bad student. However, when he finds that he does not understand something, for him, it is
easier to occupy his mind with things other than my lesson instead of overtly trying to
comprehend.
Jin has many strengths as a student. Jin is personable and easy to get along with. Because
Jin does not like to create negative relationships, he is quick to resolve problems through
negotiating and quick thinking. For example, if one of Jins friends comes over to his table to
talk and I reprimand both him and his friend for being off task, Jin will be quick to reassure me
that his friend was just helping him and go on to explain how. Jin sometimes even goes as far as
to try to convince me that since his friend was being an exceptional aid that friend should then
move to his table. Jin is quick-witted and uses his words but only when this works to his favor.
However, Jin does not pick up the vocabulary in my classroom as easily as my other
students. Simple words that I assume my students know, such as highlight and shadow, are
unfamiliar to him. My assumptions keep me oblivious to Jins lack of proficiency. Jin does not
take initiative to further his understanding by asking clarifying questions or seeking his friends
help. Instead, Jin tends to turn to a guess and check method. This method involves Jin
proceeding with the activity at hand replicating the instructions to his fullest comprehension.
Because most of the tasks I assign involve creating visual products, it is not hard for Jin to copy

Deanna Boerstler
my actions. However, when the task comes down to something that involves more individualized
tasks that Jin did not understand the specific instructions for, he tends to just skip those steps.
Additionally, because of Jins lack of English proficiency, he has made it a habit to just
stop listening. This occurs not only while I am teaching and demonstrating, but also when I
attempt to redirect Jin to get him back on task. Jin often asks to be seated next to his friends. I
often just tell him to remain in his seat. However, the one class he had been working quietly, so I
told him if he continued to work that way that I would allow him to move seats later on in the
block. Jin either did not understand what I said or only listened to part of what I told him. The
next time I turned around, Jin had already moved. I confronted Jin and made him return to his
seat. While he said that I had told him he could move, I am not sure if he actually misunderstood
me or just did not listen.
Mostly, Jins problems in the classroom come from his tendency to daydream during
demonstrations. Directly after the demonstration is finished, Jin will ask me questions that
directly relate to something I just clarified during my teaching. This can be extremely frustrating
to both me and Jin, and just telling Jin to pay closer attention is not going to fix the
communication void that is occurring. I have noticed Jin struggle most with mixing colors. While
Jin successfully completed the color wheel activity, I believe he did it strictly through watching
and copying the process. It does not appear that Jin has any thorough understanding of color
theory. He mixes colors based purely on guessing and often asks for explicit instructions on how
to mix a specific color. With additional supports, I believe that Jin should be able to expand his
knowledge of color theory, gain listening skills, and further his English proficiency in the art
room.

Deanna Boerstler
Jins difficulties sprout from Jins lack of academic language. While Jin is proficient with
his conversational English, his is still acquiring academic English that is subject specific. As
suggested in Scaffolding the academic Success of Adolescent English Language Learners by
Walqui and van Lier, teachers should use students conversational skills to build academic
language proficiency. This can be done by having students discuss the language they are using so
that students are actively evaluating their vocabulary choices and move towards increasingly
complex academic language. (Walqui & van Lier, p.49)

Suggested Interventions
1. Vocabulary Identification Activities:

For this intervention, all students will be provided with a work sheet before
demonstrations. This worksheet will contain key vocabulary words that will be
reviewed during the demonstration or lesson. Students will approach this
worksheet like a KWL chart. Before the demonstration beJins, students will
examine the vocabulary that is presented on the sheet. For familiar words,
students can write down definitions. If students are unsure of definitions, students
may write down synonyms or places where they might have heard the word
before. During the demonstration, students will try to actively listen to determine
what the unfamiliar vocabulary words could mean. Once the demonstration if
finished, students may return to their groups to discuss the definitions they
determined. This will then be discussed as a class. Finally, I will provide students
with accurate definitions that the students will copy onto their worksheets to
compare with the definition they created.

Deanna Boerstler
2. Note Taking:

Students will be provided with an outline to fill out during demonstrations. This
outline will consist of listing the steps taken during the demonstration, what those
steps entail, and key vocabulary words presented. This outline will be organized
just like notes would be organized in a regular academic class with titles,
descriptions, and definitions. I will model for the students how to fill out the first
worksheet as I progress through my demonstration. Each time this activity is
repeated, the amount of aids and prompting given to fill out the sheet will
decrease.

3. Class Agendas:

To help Jin keep on task and progress as needed, I will write an agenda for each
class. This agenda will be displayed on the chalkboard in the classroom. The
agenda will include the tasks of that days class and the tasks that should be
completed at the end of the class. This agenda will include vocabulary words to
provide a review and repeatedly present those words so that they become familiar.
This agenda will be reviewed at the beJinning of the class, and I will follow along
with a pointer as I read the agenda. This agenda will also be reviewed at the end
of class to ensure the vocabulary is repeatedly heard and processed.

4. Preferential seating:

Jins seat has already been moved closer to my desk, and his work ethic has
consequently increased. However, during demonstrations, Jin tends to sit slightly
behind me. This makes it hard to monitor Jins understanding. To account for this,
Jin will be moved so that during demonstrations he is directly in front of me.

Deanna Boerstler
Being able to monitor Jins facial expressions and body language should help me
to gain insight as to whether or not Jin is paying attention. This will also make it
easier to redirect Jins attention and know when I need to stop and clarify my
teaching.
5. Color Mixing Activity:

Students will be challenged to review color theory by being presented with a

sample paint color. Students will be asked to brainstorm and record the colors and
proportions required to mix the given color. Students will also be asked to write
down their reasoning for the colors and proportions they provided. Students will
then compare their color recipes in groups. Students can either agree or disagree
with their peers recipes and rational. Students will then be asked to mix a sample
using the recipe they decided on. If the color matches, they must describe why
that combination worked. If the color does not match the sample, students will
discuss in groups why the combination failed and how it could be improved.

6. Exit Slips

Students will be provided with short activities to complete before leaving the
classroom. Exit slips will ask students to review the process they completed that
day, define vocabulary, and describe tasks they struggled with. This form of
formative assessment will allow me to quickly monitor all of my students
understanding and adapt instruction accordingly.