Day 3

This morning was an early start. We began working with a child at 7:45. We worked on reading comprehension. My ST showed me the book they were using and we discussed the story as well as key vocabulary. Although the student made one small error, it were easily corrected and understood. We started with a story that we knew she could master. My ST needed to reestablish the relationship she had with the child, she was also sure to laugh with the child and include me to help with the bonding relationship as stated in Straight Talk for Today's Teacher (p. 32). We had a few more students come in before we headed to the reading class. There was sub in the class which made the students act a bit wildly. The child who is constantly acting out increased his desire to be given attention today. We helped the sub (who was left with no lesson plans) set up groups. I was able to come up with an idea that kept the children interested and focused, which made me feel like I was actually helping. After being asked to sit down and do his work, the child insisted on talking and distracting other students. In reading Straight Talk for Today's Teacher I knew I had to be the other student's advocate (p.19) and excuse that child from that table and have him sit alone at another. He was quiet until it was time to switch groups.
After lunch we had a child who had to be escorted into our resource room. He was refusing to do his work and calling other students ugly names. He seemed to be very angry and frustrated and needed time to cool down. After reminding him what he was missing over a 15 minute period, the student sat down at the desk. Five minutes later he picked up his pencil and began to work. When he had questions he would come and ask. He really just needed the time to cool down and be out of a stressful environment. He calmly went back to class and proceeded to have a great rest of the day. We talked as we walked down the hall about trying to focus on himself rather than letting the others get to him.