DRAFT: This module has unpublished changes.
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Individual Case Study: Observation Journal #2


Interestingly, just one day after I asked J to be my case study student, I observed marked increase in both her writing and verbal communication. Observing her in class today I was struck by how often she participated. All last week and the first two days of this week she had contributed very little to class discussion, however, today she spoke five times. The written assignment she completed last night was also two pages in length (longer than the majority of the other students, and much longer than the customary two or three sentences she had been turning in).

 

This may be due in part to a positive reaction to the individualized attention she just received. When asking her if she would be my case study student, I told her that I was interested in how she succeeded academically so that I could help other students succeed academically. When I told her this she lit up and immediately agreed. Last night’s homework and today’s performance might be due in part to her being aware that I am paying special attention to her. While it may also be due to her increasing level of comfort with the class (warming up so to speak), I observed similarly increased participation from Darnell’s case study student. She and J were both far more vocal in class today. Darnell and I spoke about this and thought about trying to give individualized attention to other students in the class as well. The majority of students, like most people, like special attention and to feel as if someone (especially a teacher or adult) cares about them and their work. Simply taking a student aside after class and thanking them for their participation, encouraging them to speak up, or providing positive reinforcement that demonstrates real close attention and recollection of their individual contributions can go a really long way.

 

I very much enjoyed reading J’s poem. I had asked the students to use the new vocabulary we are learning by writing a poem that incorporated the words (along with associated words generated by students in a “whip” activity). Although there were frequent spelling mistakes, the ideas in the poem were outstanding and she used language creatively. Although she seemed to have missed the instruction to use the new vocabulary, she used all of the associated words. Her poem reads as follows:

 

The Past repeats itself I’ve heard

But why blame the past

When aren’t we the ones repeating it

Wasn’t it enough to have lived in such ignorance

Treating another human like an animal because

His skin color was different from yours.

Laws that made it right,

By using hypocrisy,

Living in a cell of four walls

Painted the color of cherries.

That painted over the scars

That kept trying to find its way through

Supersonic cries in the air drowned

By the odor of liquor and smiles.

Arms handcuffed to the bottom of

An endless ladder of success

Being trapped as you stand still

While they succeed and you fail.

Living in promises of lies like smelling the

Awesomeness of food thinking its

Coming but not a drop of it touches your lips.

Boats full of slaves and guns

While signatures are being drawn saying

Equality and better livings.

Washing your stained hands looking at them

And shrugging any thoughts away

Like nothing was happening

It becomes quiet

The fog that was there

And blinded you now uncovers the disaster.

You fall to your knees

And cry for forgiveness

Try and wrap up the hurt,

Bloodshed, lost soldiers,

And slavery like a present and put

A white bow on it and make it nice

While your hand hides behind

Your back and cross your fingers.

Now we ride in engine powered cars

And do the something

Ever so discretely

We don’t have to look so far for

Racism, discrimination, and slavery

Which is sad

We complain but we do nothing.

DRAFT: This module has unpublished changes.