Keeston Terry

November 30, 2015

Shadow Study

For my shadow study, I decided to shadow a fourth grade young lady. The young lady has
very a sociable personality. My experience with the young lady in class has had its ups and
downs. At times shes able to conduct herself in a manner that is conducive to the learning
environment. Other times her behavior gets out of hand and she becomes a frequent visitor to the
safe sit. I dont think she is a bad kid but her want for attention leads her to act out.
During physical education class, the young lady has a very hard time following
directions. There have been multiple incidents where the class would be playing a game or
activity and Ive had to sit her to the side because she would not follow the rules. I would put her
back into the game and the behavior would not change. Witnessing her behavior in my class
made me curious to how she would behave in a different classroom setting.
My observation started out in the students homeroom. Upon my arrival, I noticed that the
student I was shadowing was sitting right next to the teacher. I think the reasoning behind the
student sitting there was to prevent behavioral issues. During class time, students worked on a
paper about Martin Luther King Jrs impact on the world and how they, the students, could make
the same kind of impact on their community. I noticed my student being very disruptive by
asking questions aloud rather than raising her hand. The classroom teacher noticed the same
thing. After warning the student several times, the teacher sent the student to the safe seat. The
safe seat worked for the student in terms of not speaking out anymore but the young lady was
still in constant need of help. Eventually, the classroom teacher provided the student with a flip

card that represented three colors: green, yellow, and red. Green stood for I am good, I do not
need help, yellow stood for I need help, but I can continue to work, and red stood for I need
help, I can not continue to work. This finally put the students question asking at bay.
The teacher started reading examples of the students writing via the projection screen. A
lot of the examples used were from students who excelled in the class. The student I was
shadowing really wanted her paper to be read out loud but I think her intentions were more
towards gaining attention rather than receiving feedback on improving her paper. Eventually, it
was time to move on to specials.
The special class for the day was art. In art class, students watched a brief video on
Leonardo da Vinci. Afterwards, the students were rewarded with a free draw. The shadow student
behaved very well through the whole class period. She did not sit by the teacher and was able to
interact with her peers without being disruptive. I think the students behavior was so well in this
class was because the teacher was a stickler for the rules. The teacher did a very good job of
establishing her expectations of behavior in the classroom and if students werent able to follow
those directions they would be disciplined. Once specials were over students were released to
lunch.
Students returned to the classroom after lunch. In fourth grade students rotate teachers for
different content areas. Our next class would involve reading and some social studies. Students
were to continue working on their Martin Luther King Jr papers. If students were done with their
paper they were to work on vocabulary. Again, like the first class the shadow students desk was
located next to the teacher. The student spent the majority of her time working in groups with the
teacher. Most of the students would rotate in groups working with the teacher but the shadow
student did not rotate. She stayed with the teacher during all group sessions. All I could imply

was that the student struggled with reading or preferred to work in groups opposed to working by
herself.
The teacher moved on to a class discussion about Internet safety. During the discussion,
the shadow student lounge on a pile of beanbags. The teacher never confronted the student about
it so I guess she was just taking a brain break or earned some type of reward. Class ended after
the discussion and for the last time we rotated to class.
The last class of the day was math. Math class consisted of a lesson on long division. The
teacher prompted a math equation and students were to solve the equation with plastic blocks
then on a dry erase board. The shadow student performed the best in this class. The activity kept
the student engaged. The activity also allowed the student to work in groups, which she enjoyed
the most.
To conclude the day, I believe the shadow student has the capability of being a very good
student. In order for her to work best she needs to do activities that capture her attention as well
as working in groups rather than on her own. You have to limit the amount of questions or
talking she does in class. I need to provide things like the flip card so she can process what and
when it is important to ask a question or ask for help. This student also needs occasional brain
breaks. She needs time to debrief from all the information she is learning throughout the day.
Taking these things into account will allow for me to teach this student more affectively.