Child Study

For my child study, I chose a student from my level 4 pre-algebra class. In Harford County, a
level 4 student is typically denoted as a student far below grade level. During the course of my
eight weeks at Magnolia Middle school, this student has not only shown a complete lack of
knowledge for the content being presented and assessed, but also has displayed abnormal and
often delinquent behavior in and out of the classroom. It is clear that his teachers understand his
problems, but they still have a hard time managing his behavior and work ethic. This is very
surprising seeing as though most of the time, there at least three adults in the room. One of which
is always Ms. Mayo, the special educator. The most fascinating quality of all however, is his
ability, or lack thereof, to socialize with others. This quality, among the other fascinating ones,
made him a perfect canadate for my child study. For the sake of this study and the confidentiality
of the student, I will only use his first name, Rizza.

Classroom Observation #1 (With my mentor)

Date: 4/29/14
On April 29, 2014, I taught my first full lesson to my level 4 pre-algebra students. For my lesson,
I prepared a PowerPoint jeopardy game in which students would compete in as a review. The
class split up into four teams of four and chose team names. Rizzas table chose the name Team
Rizza. Unfortunately, largely based on the maturity of the classroom, this activity crumbled
after three slides (out of 25). I quickly rearranged the activity and decided to do a class
discussion based on the PowerPoint instead. During the discussion, I kept a keen eye on Rizza to
see how he worked in an open discussion. Ms. Mayo sat on the other side of the room.
Actions: Rizza did not do anything during the open discussion. Even though the entire class was
struggling, it seemed as though all the students, except Rizza, were at least trying to get the notes
down of what I said in class. Rizza just sat there with a blank stare. When the material became
boring to him and I moved my attention away from him specifically, he began to create
disruption with his peers. I called on him a few times to try and get his attention back, but I
eventually told him to sit with Ms. Mayo instead.
Words: Rizza is a man of few words. Of course, that is if you consider a grunting mmm words.
The two times I asked him to contribute to the group, his answers were the same; mmmI
dont knowmmmmm.
Participation: Participation for all students was based on how hard they tried on their note sheets.
Rizza did not participate during my lesson. At all.
Interaction with others: The little interaction that Rizza had with his peers was all negative. He
had nothing positive to contribute to the group and in fact, was causing more commotion and

disruption than initially anticipated. This commotion included obnoxious laughing, loud
grumbles and physical attacks on himself (like hitting himself on his head)
Overall performance: Not that it was any surprise to my mentor, but Rizzas performance was
less than adequate. His note sheet was blank and he failed his exit ticket miserably. He didnt
have a single thing written on it.

Classroom Observation #2 (With my mentor)

Date: 5/1/14
On May 1, 2014, I observed Rizza taking the test that I prepared him for the previous class. I was
not only curious to see how he performed overall, but also how he reacted to the quiet nature of
test-taking.
Actions: During the test, Rizza constantly banged his hands against the table, managed to bite the
entire eraser off of his pencil and simply just stared at his paper the entire time. He had to be
prompted almost every minute to start a question. As soon as Ms. Mayo walked away, he went
back to spacing
Words: Rizza and I only shared a few brief words during the test.
Rizza:I dont know how to do this
Me: Its a test Riz, I cant help you solve anything. I can help you read the problem, but
I cannot do the work
Rizza: mmmmmm
Participation: Rizza did participate in taking the test, but only after being prompted by the three
teachers to continue working.
Interaction with others: There was no interaction with the students because there was a test.
However, as described previously, there was some interaction with the teacher. Unfortunately,
none of it was constructive. From what I could see, Rizza was simply trying to waste time by
getting the teachers attention.
Overall performance: Overall, Rizzas performance was inadequate and after analyzing the data
and grading the tests, it was clear that his lack of participation in my review was directly
correlated to his test score. The quality of the work left much to be desired as well.

Classroom Observation #3 (With a teacher other than my mentor)

Date: 5/1/14
On May 1, 2014, I observed Rizza in a very different atmosphere. I chose to watch him in
Gym class. I was hoping to see a new side of Rizza that isnt typically seen, but, once again, he
was so far behind he had a makeup test. For this particular day, I am very glad he did though.
Actions: While taking his test, Rizza did his normal slouching, daydreaming and mumbling. It
did not last very long because it was just him and I. In other words, there was no one else to
impress. The disrupting actions stopped after a few minutes.
Words: For the first time all year (the eight weeks that I had been there), Rizza made a conscious
effort to communicate with me. Even though he was taking a test, he seemed more open to ask to
read a question and even said thank you when I helped him.
Participation: Even though Rizza did not participate fully in gym, compared the test he took in
my class, he fully delved into the test and was completely focused when taking it. He finished his
entire test in the allotted time, and he even had some time to spare.
Interaction with others: Even though he didnt have the opportunity to work with his peers, as
stated earlier, he did communicate and interact with me. This was a big stepping stone for me to
break that ice to become someone he feels comfortable working around.
Overall performance: Today, I believe that , for the first time in a long time, Rizza gave 100% on
an assignment and seemed happy about it in the end. He finished all of his work and from what I
could tell, earned a pretty competent grade. This Rizza was a different student than the one I
typically see.

Out of school contact

Date: 5/1/14
On May 1, 2014, I met with my mentor teacher to discuss Rizzas after school participation and
whether or not the school offers something that Rizza enjoys. I learned that Rizza doesnt stay
after unless his mom makes him, and he even then he takes the bus so that he doesnt have to
stay. It is especially hard to have kids stay after in middle school because of parents, but for the
one child who can get to and from school with ease, I am shocked to see that more disciplinary
actions havent been taken to ensure he stays after for help. Regardless though, Rizza isnt
typically seen after hours even though he is failing his classes.

Interview with school based personnel

Date: 5/1/14
Interviewee: Speech-Language therapist
On May 1, 2014, I met with Rizzas speech and language therapist. Due to the lack of
communication in and out of the classroom, I figured she would be most appropriate for this
interview. As it turned out, she also has worked with Rizza the longest out of all the special
educators. With that in mind, her intel was crucial to this study. Here is an informal version of
the interview:
How long have you been working with the student? Three years, since Rizza was in 6th grade
What are your experiences with this student? Rizza talked a lot in 6th and 7th grade, but only to
her. She is shocked at the drop in progress this year. Rizza has an incredible vocabulary. He can
say just about any word through a 12th grade level.
What are your thoughts on physical, emotional or cognitive needs of the students? He needs to
work on cognitive skills and social skills most of all!!
What might I do better to serve this student in my classroom? Find a connection, build a
relationship and make him laugh.
Do you have any insight into the social and academic behavior of this student? If he feels
pressured, he wont do anything and will eventually shut down. He lacks all the necessary social
skills to be a kid, yet alone a student. He doesnt even know his address or phone number. He
often questions why he needs to know such a thing. Relevance and connection are huge issues in
the classroom.
Students cumulative file
Date: 5/1/14
On May 1,2014, I sat with the guidance counselor and looked through Rizzas cumulative folder.
Based on the data I have from my study thus far, I would have never imagined that the folder
belonged to the same student I have been observing the past eight weeks.
What are some trends within attendance, grades and behavior? According to his cumulative
folder, Rizza never seemed to have a problem with any of these aspects until the eighth grade.
Between the sixth and seventh grade, Rizza had only missed a total of 2 school days. He has
already missed four this year. Also, even though there doesnt seem to be any behavior issues
before the eighth grade, my mentor teacher told me that the data is a bit skewed and until eighth
grade, Rizza was never really been held accountable for his work and behavior. The only real
consistent piece of data in his cumulative folder is that his grades have always been below

average. Even though seventh grade was a pretty strong year for him, earning a 3.3, the average
over the three years is horrendous.
Some events that may have impacted the way Rizza approaches his work? The only sure sign that
may of have impacted his behavior and work ethic was when he was designed an IEP. Often,
being a part of an self-improvement plan, where multiple accommodations are made, students
tend to quit doing the work. Why would a student do anything if he/she knows that all he/she
needs to ask and the teacher will do the work for him/her? Not to mention, there are multiple
notes about Rizzas parents in that they talk a good game, but do nothing sufficient to help him
with school.
What new insights have resulted from a review of the cumulative folder? After looking at his
cumulative folder, I have learned a great deal about Rizza and his story. First, even though I had
already been told by a teacher previously, it was amazing to see all the notes from the teachers
about his advanced level vocabulary. For a student who seemingly has everything wrong with
him, it was nice to get an insight into a more positive academic side. In addition, and most
importantly, I learned that something happened between the summer of last year and this school
year. The speech-language therapist agreed that he has changed since then. I wish there was
more to see in the folder, but this will at least give me a starting point to getting to know him and
connecting with him better.
Reading the Research

Ironically, there are very few articles that elaborate and highlight Rizzas exact personality and
qualities. He is sincerely a one of a kind kid. Instead though, I decided to alter, my search to
look for articles that help students like Rizza, not necessarily just tell me about him. I want to
learn all that I can so that I can help No offense to the team, but I do not believe he is given
ample opportunity to learn.
The first article I read was entitled The Effects of Cognitive Strategies on Math Problem Solving
of Middle School Students of Varying Abilities. This article described a teaching method for
students with disabilities in which they practice the strategies of math, not necessarily just the
problems. This type of activity, they call Solve it!, looks to help students like Rizza become more
confident in his mathematical abilities. This typically a small group setting, with at least 2
teachers in the room , to ensure the individual needs of the student are easily obtainable. This
activity is a fun, motivational way to learn math. Especially for students with disabilities, this
type of activity will help to make them better learners and better students. Rizza needs a lot of
motivation, but I am confident this would work for him.
The second article I read was entitled SERVICE LEARNINGAND ITS IMPACT ON MIDDLE
LEVEL PRESERVCE TEACHERS LEARNING FROM FIELD EXPERIENCE. This article looks

at the pros of service learning in the classroom and the impact it can have on my students. As
most students will try and tell you, mathematics is not the most easy or relatable topic that is
taught in schools. If an interdisciplinary service project can be implemented into a classroom,
students may have an easier time relating to math and seeing its real world applications. Rizza
needs to see the importance of mathematics in everyday life. Whether its paying for a pencil,
buying a drink or drawing a picture, mathematics is there. The most Rizza sees in comparison to
everyday life, the more he may want to try to learn.

Bibliography
[1] Montague, Marjorie, Krawec, Jennifer, Enders, Craig and Dietz, Samantha. The Effects of
Cognitive Strategy on Math Problem Solving of Middle-School Students of Varying Ability.
Journal of Educational Psychology (2014) 106(2): 469-481. Cook Library Database. Web. 19
May. 2014.
[2] Harrison, Lisa. SERVICE LEARNING AND ITS IMPACT ON MIDDLE LEVEL
PRESERVICE TEACHERS LEARNING FROM FIELD EXPERINECES. Middle Grades
Research Journal (2013) 8(3): 22-38. Cook Library Database. Web. 19 May. 2014.

Final Reflection
Unfortunately, because of the educational system he is in, Rizza will pass (be pushed) the eighth
grade and move on to high school. A child with zero ability to socialize and nearly no ability to
do the required work will be in a system where if you dont socialize you get picked on. I dont
think he is going to survive a full four years in high school because of what happened to him and
the processes he went through in middle school. This child study has helped me see that there is
more we can do to help!
Classroom Interactions
Even though Rizza and I didnt have the best relationship to start, I think he is a great kid.
Unfortunately, I was never really able to see him at the mentality he was at in seventh grade, but
I managed. Having Rizza is class is/was a struggle, but he needs to be held accountable to
succeed. Based on my experiences, I dont think he ever has been.
School Based Personnel
My meeting with the speech language-therapist and looking into his cumulative folder helped me
to realize that something drastic must have happened to Rizza for him to be like he is. Even
though his grades were fudged a bit to meet the needs of his IEP, he still had excellent reviews
from his teachers until the eighth grade. I hope to use the fact that Rizza has such a strong

vocabulary in order to relate with him better. She also told me that she was the only one that he
used to talk to on a regular basis. It just goes to show that even the greatest impacts from a
teacher can be subsided by an event that alters a students personality.
Professional Articles/Classroom Practices
I learned that there is always something new to try with students with disabilities. It seems as
though we are at a standstill with Rizza because hes moving on to high school next year. But
that doesnt excuse us from trying new things and ensuring that his time in middle school will
allow Rizza to succeed and strive as a young adult going into high school. Activities like Solve
it! and service learning projects can be a huge motivation builder for students who not only have
a disability, but also no sincere interest in math either. I wish I could have used this for Rizza
sooner.
Child study in the classroom
I will be looking back at this child study from today until I die teaching. These types of
experiences help to not only mold me as a teacher, but as a learner who continues to better
himself in his field. I will probably never have another Rizza, but I want to be ready for any
student to come my way. I want to provide the most influential and meaningful experiences I
can. Little did I know before this study, that type of instruction is based on full collaboration
with the staff and data analysis to validate findings. This study has also made me realize that
there is always something new to try and to never give up on a student. My students and I can
always do better. Why do they tell us the sky is the limit, when there are footprints on the
moon? I will always strive for better!