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Running Head: CHILD STUDY DESCRIPTIVE REPORT

Child Study Descriptive Report


Grace Chia-Heng Chang
Curriculum and Instructions in Elementary Inclusive Education
Teachers College, Columbia University

Running Head: CHILD STUDY DESCRIPTIVE REPORT

Table of Contents
I. Character Sketch
i. Physical Description

ii. Physical Presence

iii. Background & Context

II. Portrait of Child as a Learner


i. Strengths

ii. Interests and Preferences

iii. Modes of Thinking and Learning

10

iv. Areas of Improvement

11

v. Complexities

13

III. Child as a Community Member


i. With Adults

14

ii. With Children

15

IV. Instructional Implications


i. General Pedagogical Implications

17

ii. Instructional Implication for Thomas

19

iii. Final Thoughts

21

V. References

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VI. Data pieces

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Running Head: CHILD STUDY DESCRIPTIVE REPORT

*To protect and respect the identity of the subjects in this study, all student and teachers names
are pseudonyms.
I. Character Sketch
i.

Physical Description
Thomas* is a third-grade male student who turned eight-years-old during the time of this
study. Compared to his classmates, Thomas has a slightly smaller and thinner body frame size
and a shorter height. He has short, black hair and is often dressed in jeans, sneakers, a t-shirt, and
a hoodie. He is frequently wearing outfits with striped patterns color striped shirts and a pair of
black Adidas sneakers with three white stripes on it. He carries a sponge-bob backpack to school
everyday, which on his body looks a little bit oversized. When he is thinking, Thomas tends to
blink really fast with his eyes wide open. He has a gentle, soft-spoken voice and a playful smile.

ii. Physical Presence


As one of the quieter students in class, Thomas is not always the most visible child. He
has a very calm demeanor and does not usually express too many emotions. He is always
wearing a gentle smile and for the duration of this study, Thomas has never once shown any
obvious and/or discernable signs of distress, disappointment, and/or nervousness. When he is
excited, he often expresses it through his physical gesture by hopping, jumping, and sometimes
even crawling on the carpet. Those occasions are rare. Thomas seems to be very independent and
keeps to himself.
When the class is working on the rug, it is not unusual to find Thomas sitting on both of
his legs and bending over to write or read on the floor (i.e., childs pose). Thomas assigned rug
spot is in the far right corner in the first row, closest to the smart board. He seems unaware of his
physical presence in relationship to others while on the rug as he sometimes takes up a lot of

Running Head: CHILD STUDY DESCRIPTIVE REPORT

space on the rug by being in the childs pose position. In the beginning of the semester, Thomas
rarely raised his hands to participate even though his work shows that he understands the content.
He does not usually raise his hands to ask questions either. As the semester progressed, he started
participating more in class by raising his hands more often. He demonstrates patience by always
raising his hands before he speaks he hardly speaks or answers openly without being called on.
His general physical presence is composed yet confident.
iii. Background & Context
Thomas attends an elementary school located in Manhattan, New York. The school
consists of six different grades (K to 5) and each grade has an average of four to five classes. The
number of students in each class ranges from 20 to 31 students. In each grade, there are also one
integrated co-teaching class (ICT) and one gift-and-talented (GNT) class. Thomas is in a third
grade ICT classroom, which consists total of 21 students. There are two classroom teachers (one
general-education teacher and one special-education teacher), one paraprofessional, and a student
teacher (myself) in this class. Compared to other classes, the adult to student ratio in this class is
very high. Thomas was chosen and placed in this ICT class as a role-model student for some of
his classmates. The two main teachers in this classroom focus a lot on management and behavior.
This school consists of a large Chinese-American community with over ninety-percent
Asian student population. Most teachers in this school are white females in their late twenties
and early thirties. The school acknowledges their students culture and background by issuing
bilingual (English and Chinese) newsletters and staff members of the school are usually bilingual
as well. Thomas is monolingual and fluent in English. He has been identified as Asian by the
school and the classroom teachers. Thomas attends one of the four afterschool programs the

Running Head: CHILD STUDY DESCRIPTIVE REPORT

school has partnered up with. He stays in school everyday until around 6pm when his father
picks him up from work. During this time, he plays, snacks, and does his homework.
Thomas is the only child in the family and lives his with mother and father in a house in
Brooklyn. Thomas and his immediate family live on the first floor of the house while his
grandmother lives in the basement and his relatives on the second floor. His commute to school
is about one-hour long and consists of walking, taking the bus, and riding the subway train. Both
of his parents work full-time and everyday his mother makes him breakfast and dinner. Thomas
seems to have a very close relationship with his parents and cousins.
II. Portrait of Child as a Learner
i.

Strengths
Thomas has many different strengths as a learner He is curious, creative, calm,
independent, mature, and has a good sense of humor.
His curiosity makes him an active learner. He is consistently engaged in his classwork.
He is also curious about the world around him, both inside and outside of school. This is shown
through data pieces, 1, 2, 5, 8, 9, 10, 11, 12, and 13. In school-related activities, such as during
our math station (data piece 1) work and in science class (data piece 5), Thomas seems to really
enjoy learning new things. He approaches these assigned tasks with both motivation and a
serious learning attitude. In the literacy interview (data piece 11), he also mentioned that he likes
reading books that can teach him new things. In non-academic related activities, Thomas is
curious about the different things he encounters. During choice-time (data piece 2), Thomas
played and was engaged with five different kinds of toys and games in a span of forty minutes.
With each game and/or toy, Thomas was deeply focused until something new was introduced to

Running Head: CHILD STUDY DESCRIPTIVE REPORT

him. Thomas also shows his curiosity for learning during the book fair (data piece 8) when he
took his time to shop for a book that truly intrigued him. And when he had to choose between
buying a Star Wars poster or the book, he chose the book. In the fire safety demonstration (data
piece 9), Thomas was engaged with the class discussion and participated actively by answering a
lot of the firefighters questions. He also appears to be focused and entertained while watching
the video. In data piece 10, when we talked about his favorite subjects, he mentioned that he
likes technology class, because he wants to learn how to use a computer in case he gets his own
computer one day. He also adds that he particularly enjoys playing brain pop games. Data piece
13 is another piece of evidence that suggests Thomas is a curious and active learner. Another
piece of evidence suggesting Thomas is a curious and active learner. While exploring the exhibits
in the Brooklyn Childrens Museum, Thomas paid close attention to the signs and plaques that he
came across and asked me how the season wall worked. At one point, he even asked me why I
am asking him all these interview questions (data piece 10), attempting to understand the
purpose of these questions. Thomas curiosity of the world isnt always apparent, as he does not
frequently verbalize his thoughts and questions out loud and his physical gestures are very
subtle. However, Thomas curiosity of world can be seen and heard upon close and detailed
observation, by using verbal prompts, and by establishing a trusting relationship with him.
Across data pieces 2, 4, 8, 10, and 13, Thomas has demonstrated both explicitly (through
interviews) and implicitly (through his words and actions) that he is a creative learner. His
creativity can be seen during the role-play in choice time (data piece 2), in his free write writing
(data piece 4), in the books he read and buys (data pieces 8 and 10), the stamp that he made on
the fieldtrip (data piece 13). He seems aware of his creativity and expressed during the favorite
subject interview (data 10) piece that art is one of his favorite subjects, because that is when he

Running Head: CHILD STUDY DESCRIPTIVE REPORT

can be creative in working with different materials. Along with creativity, Thomas also seems to
appreciate and understand humor. He often incorporates humor into his creativity, and vice versa.
During choice time, (data piece 2) he acted out the farting sound the pig made when it blast off
into the air, which made both him and his friend, Justin, laugh out loud. In his free write about
the hamster interacting with the fish, he also incorporated subtle humor in the characters
dialogue. I also caught a rare glimpse of Thomas laughing audibly and continuously for an
extended period of time when he was watching the fire safety demonstration video (data piece 9)
that showed a funny, grumpy, talking smoke detector and a deputy marshal dressed up as a super
hero in tights.
His disposition and temperament, as well as his interaction with both adults and his peers,
show that he is calm, composed, mature and independent. This is seen across data pieces 1, 3, 5,
8, and 12. In data piece 1, when he was asked to help Justin identify the mistake he made during
the math station, Thomas calmly pointed out the mistake without putting Justin down or hurting
his feelings. In the same observation, Thomas also did not fight over who gets to sit on the
cushion like some of his peers did. When faced with perhaps an embarrassing situation such as
the one seen in data piece 3, where the teacher called him out in front of the whole class for
being in the wrong line spot, Thomas also remained composed. When the teacher asked him a
rhetorical question, Why are you still talking? Where is your line spot? Thomas did not
express any signs of discontent. Instead, he moved to the back of the line to where he is supposed
to be standing without being explicitly asked to do so. This suggests that Thomas is both calm
and mature in handling confrontational situations.

Running Head: CHILD STUDY DESCRIPTIVE REPORT

In approaching school-related tasks, such as measuring items during his science class
(data piece 5) and creating 37 cents (data piece 1), Thomas shows that he is capable of
completing the work independently. He is an independent thinker and learner. However, it
appears that sometimes he is too independent and misses the opportunity to work collaboratively
with others (This will be discussed later in section I.i. Areas of Improvement). Then in data
piece 8 and 12, Thomas demonstrates his independence and maturity by spending his money
wisely and within limits during the book fair and by acknowledging his mothers efforts of
making him breakfast and dinner and for taking him to school every morning even though she
has to work full-time.
ii. Interests and Preferences:
During the interview about his favorite subject, Thomas said that he likes art and
technology the most. His interest in art is seen across data pieces 1, 2, 7, 8, 9, 10, 11, 13. Not
only does it seem like Thomas enjoys making art, it seems that he is attracted to various forms of
arts and visual cues He incorporated drawing during math station work (data piece 1); He acted
out scenes of the pig and the baseball during choice-time (performance art) (data piece 2), He
drew a thoughtful picture of his room and where he reads and included a key and compass (data
piece 7); He bought a poster during the book fair to put up in his bedroom (data piece 8); He
stood up when the firefighter held up a picture of a firefighter in full gear and paid close attention
to the video (data piece 9); He mentioned that he chooses books based on the cover illustration
and title (data piece 10 and 11); He paid attention to the signs and plaques (visual cues and
explanations) in the museum (data piece 13).
Thomas does not usually express too many emotions in the classroom. However, I
noticed that he is especially happy and engaged when creativity and humor is involved. He

Running Head: CHILD STUDY DESCRIPTIVE REPORT

mentioned that he looks forward to putting together the painting with the dwellings in his art
class (data piece 10) and he laughed out loud when he was watching the fire safety video of a
talking smoke detector and a deputy marshal dressed up as a super hero (data piece 9). He also
explicitly stated that he enjoys reading fiction and fantasy books, because he can imagine it in his
head (data piece 11).
It also seems like Thomas prefers working individually or only with students whom he
has a trusting relationship with. In data pieces 2, 3, 5, 8, and 13, I noticed that during recess,
choice-time, and in small group work or field trip outings, Thomas tends to be by himself. He
seems comfortable and satisfied working, learning, and exploring alone. This is similar to
independent learning behaviors I mentioned earlier in section I.i. During choice-time, recess, and
the fieldtrip, I noticed that he also almost exclusively played with Justin. Justin and Thomas
share similar patterns in their physical gestures and demeanor as well as their physical
appearance (They have roughly the same height and body frame size). Justin is someone who
was in his second grade class the year before and as seen in data piece 3, is also a friend is he
comfortable holding his arms with during recess. Even though Thomas has a relatively closer
with relationship with Justin, he does not seem to depend on him. In data pieces 2 and 3, Thomas
showed that there were times he prefers being by himself even with Justin next to him. For
almost half the period during choice-time (data piece 2), Thomas was unaware that Justin had
walked away from him and continued playing by himself for nearly a third of the period. At the
museum (data piece 13), Thomas was grouped together with Justin and Justins mother, but
chose to explore the exhibits independently without actively engaging with Justin.

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iii. Modes of Thinking and Learning:


From observation data pieces 1, 2, 4, 7, 8, 9, 10, 11, and 13, Thomas shows that creativity is
one of his strengths and that he enjoys different forms of art, including acting/role-playing,
drawing, and painting. It seems that Thomas pays a lot of attention to visual cues. He is able to
make sense of his world through creative means. At the museum, Thomas paid close attention to
the visual cues that explains the exhibits by reading the plaques on the walls carefully (data piece
13). He also chose to draw out the coins in the math station to visually represent his thinking
(data piece 1). The drawing of his room also acted as a prompt for him to talk about his home life
(data piece 7). During choice-time (data piece 2), Thomas chose several activities involving art
and drawing, including the piggy role-play, the Draw-Something board, and the tic-tac-toe sheet.
Repetition, as seen in data piece 9, also seems to help reinforce Thomas thinking and
learning. He mentioned that he was able to answer a lot of the firefighters questions, because he
has seen the video many times (in previous grades). Through my observation, I noticed that
Thomas is not bored by repetition. He laughed and enjoyed the fire demonstration video very
much. In the same data piece, he also mentioned that he remembered a lot of the facts, because
the teachers had mentioned earlier that week that a firefighter was coming and that got him to
start thinking about what he had learned from before. This suggests that activating prior
knowledge may be important and helpful for him. Even though the homeroom teachers did not
specifically asked the students to think about what they had learned about fire safety from the
years before, he took the initiative to do so, on his own, only by a simple mention from the
teachers.
This also points to how Thomas is a reflective thinker and learner. The teachers casual
mention that a firefighter will be coming in the classroom later that week seems to encourage

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Thomas to reflect on what he knows from before (data piece 9). In the math station after Thomas
helped Justin correct his mistake, Thomas turned back to his own paper and scanned his work. It
seems like he was reflecting on his own work to see whether he had made any mistakes as well.
In data piece 13, Thomas also verbalized his reflection by mentioning he wishes he hadnt mixed
the colors together, because it made it look dirty. His reflection on his art piece and color
choices as well as stating that he wishes he had approached it differently suggests that Thomas is
a reflective thinker and learner.
iv. Areas of Improvement
Even though independence is one of Thomas biggest strengths as a learner, it seems that he
would be beneficial for him, especially in the school and institutional settings, to learn to work
collaboratively with others. During the science group task (data piece 5), his behaviors clearly
suggest that he lacks the skills to communicate and negotiate with his group members. Instead of
consulting with them what items to measure, what the estimate might be, and how to measure it,
he attempted all of those tasks on his own. Outside of the school context, Thomas could also
learn how to interact more with his peers in social settings. During the book fair (data piece 8)
and on field trip (data piece 13), Thomas did not seem to engage actively with other students.
When he couldnt decide on which book to buy during the book fair, he did not ask for help from
his friends or classmates (something the rest of his peers seemed to do). At the museum, when
Thomas came across things that interested him or puzzled him, he did not actively express his
excitement and thoughts to his group members. In these social settings, when Thomas does
decide to interact with others, he almost only engage in conversations with peers he trusts and
feels comfortable with. In data piece 2, 3, 13, during choice-time, recess, and at the museum,
Thomas almost only interacted with one individual in the class, Justin. It may be helpful for

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Thomas to expand his comfort zone, make new friends, and establishing even more trusting and
meaningful relationships with his other peers.
I have also noticed that across data piece 1, 5, and 13, Thomas isnt opposed to the idea of
working with others, helping others, and/or making new friends. While at the museum and
during science class, when students approached him and offered help or initiated a conversation,
Thomas responded kindly, politely, and willingly.
As a single child in the family, I suspect that Thomas may lack necessary the social skill to
initiate interactions with new friends. He may also not feel brave and trusting enough to establish
new relationships with new people. Throughout this project, I noticed that Thomas did not ask
me any personal questions until the very end of the semester (data piece 13). On the bus ride to
the museum, he asked what my commute was like and how I spent Thanksgiving. I am guessing
that during the times that we worked closely together (i.e., interviews and talks), I gained his
trust by sharing pieces of information about myself and by complimenting him on his work.
Suggestions on how Thomas can learn to work collaboratively with others both inside and
outside of the school context will be mentioned later in section IV.ii (Instructional Implications
for Thomas).
Lastly, from the data pieces, it seems that Thomas is sometimes unaware of his physical
presence in relations to his classmates, especially when he is working in spaces that do no have a
clear boundary. For instance, Thomas keeps to himself whenever he is working at his desk and is
able to sit up right without blocking anybody elses space or sight. However, when we are
working on the rug, as seen in data piece 1 and 9, Thomas sometimes forgets how he is sitting
and where he is sitting. During the math station, Thomas had to be reminded a couple of times to

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sit back, on his bottom, and make a larger circle so that he does not block his neighbor, Justin,
from being able to see the whiteboard. During the fire safety demonstration video, Thomas, who
was sitting in the first row, sat an upright childs pose position, possibly blocking the sight of the
people sitting behind him. At times, he also rocked back-and-forth, side-to-side, and extended his
body upwards. I suspect that he becomes unaware of his physical presence in relationship to
others when he is very focused on a task and/or on something that interests him. It seems that
when he is very concentrated on something, he forgets how his body is positioned and it
sometimes fall into a very comfortable state (i.e., working in childs pose position, rocking,
moving, extending his body). It may be helpful for him to become aware of this and to learn to
remind himself, before starting any tasks, to see how he is positioning his body, where and how
he is sitting, and be considerate to others.
v. Complexities
There are two areas of complexities that I would like to address based on conflicting data.
While Thomas seems to be an independent learner, I have learned in data pieces 6, 7, 8, 10, and
11 that he actually has a very dependent relationship with his parents. It seems that he often
needs his parents approval and permission to do and obtain/buy things During the book fair
and in our discussion about computer usage (data pieces 10 and 11), Thomas expressed that he
hopes his parents will get him the poster and the computer; He also said that he is especially
looking forward to the strawberry vanilla ice-cream cake on his birthday (data piece 6), because
he doesnt usually get to have ice cream at home. Moreover, in the literacy interview where we
looked at the picture of his room (data piece 11), he said that he still sleeps with his parents in the
same bedroom and hopes that he could get a bunk bed in the future so that his mom can sleep on
the bottom bunk (i.e., in the same room with him). At home, Thomas seems to depend heavily on

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his parents for comfort, security, and approval. However, in school, Thomas appears to be a
strong independent learner and thinker. During the math station work, science task, the book fair,
and choice time (data pieces 1, 5, 8, and 2), he appears to work and make decisions
independently. Im wondering how these data pieces fit together and what that says about
Thomass dependency and interactions with others. Im also wondering how this impacts
Thomas as a learner.
The second complexity I have noticed from the data is that Thomas is both aware and
unaware of his physical presence. In data piece 12, Thomas was able to clearly explain where
they lived, which buses and trains they took to school, etc. It seemed that he has a strong spatialcontextual awareness. Even so, it seems that sometimes he is unaware of his location in relations
to others, especially when he is working on the rug (data pieces 1 and 9). I am wondering if his
awareness of his physical presence is very different from his spatial-contextual awareness. I am
also wondering if context and circumstances matter in his ability to gain these awareness.
III. Child as a Community Member
i. With Adults:
From data pieces 6, 7, 8, 10, and 11, it is clear that Thomas has an intimate but respectful
relationship his parents. As mentioned before, Thomas seems to be very dependent on his parents
and respect their choices and decisions without complaining or questioning. This is also true in a
school setting. Based on data pieces, 1, 8, and 9 Thomas is respectful of the adults and teachers.
He responds to their instructions and questions actively and seriously without complaining or
showing signs of discontent and annoyance. It seems that it takes time for Thomas to establish

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trusting relationships with adults and when he does, he is able to open up more about himself
(i.e., his thoughts, opinions, and preferences).
I noticed that in the beginning of the semester, Thomas hardly initiated conversations
with me. After working closely with him for three months, I began to realize that his affective
filter was lowered. In data piece 9 and 12, I noticed that whenever I shared something personal
about myself, he would begin to share more details about himself too. Towards the end of this
data collection process, in data piece 13 on the bus ride to the museum, Thomas even began
asking questions about my personal life (i.e., what I am doing for Thanksgiving and about my
commute to school). From data piece 9, it was also interesting to see how Thomas interacted
with an adult who is not a teacher or parent. Thomas actively participated in the class discussion
with the firefighter, raising his hands frequently without being afraid to make mistakes. I believe
that Thomas responds more openly to adults and teachers who treat him more as an equal and
friend than as an authority figure.
ii. With Children:
As mentioned in section II.iii (Areas of Improvement), Thomas seems to lack the skills
needed for him to work collaboratively with other children in his class. In data piece 5, Thomas
approached the science task independently without communicating and actively cooperating with
his peers. This also seems to be the case in social contexts. In data pieces 2, 3, 6, 8, and 13,
Thomas did not actively engage with his classmates during choice-time, recess, the book fair,
and on the field trip. During his free time, such as choice-time and recess, Thomas played almost
exclusively with Justin. His physical interaction with Justin suggests to me that he feels very
comfortable with Justin. The in the role-play (data piece 1), Thomas acted out a silly piggy role-

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play with Justin and even made funny sounds of the pig farting, making Justin laugh. During
recess (data piece 3), Thomas held onto Justins arm and elbow as they circled around the jungle
gym. Similar to what is seen in section III.i (With Adults), Thomas seems to need time to warm
up to others. He seems to need to establish trusting relationships with both adults and children in
order to actively engage with them.
Thomas calm and mature demeanor, as seen in data piece 1 and 5 during the math and
science, suggests that he is approachable and capable of working with others. When he was
asked to help out Justin in the math station and when others offered their help during science
class, he gladly accepted. In other words, what seems to be hindering Thomas from interacting
with other children is not on his disposition and temperament. Instead, it may be because he
lacks the skills to initiate interactions with others and that it takes time for him to trust others. I
anticipate that if Thomas is given enough opportunities and guidance to practice working
collaboratively with others, he will be able to acquire these skills more easily. Having these skills
will allow him to become an active member in the community in both academic and social
settings.
IV. Instructional Implications
The child inquiry project has taught me how to become a better teacher in many different
ways. First, I have learned the power of inquiry and observation and the value in using various
data collection methods. Second, I have reflected on ways in which I could support Thomas in
the classroom based on the data that I have collected. And finally, I have learned that it is
important for me to not judge students based only on their school performance/work and/or in
superficial ways. I must try to understand my students more deeply without imposing my

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personal assumptions and biases. It is only then will my students be accepted as full members
and citizens in the community. And it is only then will I be able to create a truly inclusive
environment.
i. General Pedagogical Implications
Across the 13 data pieces, I practiced various data collection methods. I learned that
interviews could get me a quick and straightforward answer, but close observations and detailed
note taking allows me to learn about a student, in this case, Thomas, on a deeper and more
meaningful level.
In data pieces 7, 10, 11, I practiced using the interview technique, which allowed me to
have intimate conversations with Thomas. I was able to establish a trusting relationship with him
by sharing some of my personal life, thoughts, and details. I was also able to learn more about
his life outside of school (i.e., his family and home life). However, upon reviewing my analyses,
I noticed that these conversations did not provide significant insights about Thomas as a person
or as a learner. Using Himleys (2000) framework, interviews seem to only provide information
on Thomas interests and preferences. Observations, on the other hand, shed light on Thomas
physical presence and gesture, disposition and temperament, connections with other people, and
modes of thinking and learning.
Using the observation technique, I was able to generate wrote longer and more insightful
analyses. This can be seen in data pieces 1, 2, 3, 5, 8, and 9. I also noticed the impact of note
taking. In data piece 12 and 13, which is the trip to the museum, I found it difficult to write my
analyses, because I didnt have enough details in my anecdotal reflections. Without enough
detailed data to work with, I had to rely on my memory and the pictures I took. This project also

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taught me that analyzing students work is not enough. In data piece 4, where I observed the
Thomas writing, I also found myself making mainly inferences about his strength as a writer and
the type of writing he enjoyed. There were no new findings and insights about Thomas as a
person. Instead, it supported my previous observational data and analyses about how Thomas is a
creative thinker and learner. As a teacher, I must learn to observe my students by utilizing
various data collection methods. Each type of inquiry has its strengths and weaknesses and I
cannot rely only on one method or the other.
From data pieces 9 and 10, I found data pieces that included both observations and
conversations were the most insightful. I had a lot of data to work with using my observational
notes and moreover, it informed me directly, through my conversation with the child, what the
child was thinking at that particular moment. For example, in data piece 9, I observed Thomas
closely during the fire safety demonstration and noticed how he participated actively in the class
discussion and responded well to the video. Before our conversation, I had assumed that Thomas
took great interest in firefighters. I also thought he probably knows about this subject, because he
reads about it and/or he is taught at home by his parents. However, after our quick chat, I realized
that Thomas is very knowledgeable on the subject mainly because he has seen the video and
experienced the fire safety demonstration many times. I also learned that he responds well to
repetition (mode of thinking/learning) and activation of prior knowledge. Because the
conversation indicated to me that some of my assumptions were incorrect, I went back to
analyzed my data more closely. I found that he was probably pay close attention to the video not
because of the subject, but because of the humor (a pattern I later found consistent through
various data pieces). It also made me rethink the reasons why he participated actively during the

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class discussion with the firefighter, which I found could be because the adult wasnt a school
authority figure.
I have really enjoyed trying out these different data collection methods and will continue
to use them in my future classroom.
ii. Instructional Implications for Thomas
Based on the data pieces and analyses, I have found that there are ways in which I could
support Thomas learning both in academic and social settings. First, I need to find ways to
support Thomas in collaborating with his peers. Since Thomas seems to respond well to art,
creativity, and humor, I believe I can motivate his participation and engagement with his peers by
incorporating art into group tasks. For instance, I may ask Thomas and his group to act out
scenes from books that they are reading. Or I could teach the class how to perform readers
theater. I would like to offer art (e.g., drawing, acting, painting, etc.) as a mode of expression. I
may also explicitly teach and remind Thomas to verbally communicate his ideas with his peers
so that they can plan and negotiate collaboratively. In the instance of the science task, I would
ask Thomas to consult his team members on what to measure and to make sure that everyone
agrees before starting the actual measuring.
Art and humor can also support Thomas in activating his prior knowledge. For instance,
in math I would encourage Thomas to use drawing to show his work. In writing, I would
encourage him to sketch out his ideas before actually writing. I could offer him creative graphic
organizers to help him plan his writing. For instance, he could use comic strip boxes to draw out
the different scenes in his realistic fiction and thesis writing. This would allow him to incorporate

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his strengths as a creative thinker into tasks that may not always require as much creativity as
writing fictional and fantasy pieces.
Grouping is also another helpful way to encourage Thomas to work with others.
Currently, our class focuses on more on pair and individual work. I would like to create more
opportunities for Thomas to work in small groups of 4 to 6 students. A jigsaw puzzle would be a
great activity for Thomas to communicate and work with his peers. For these group tasks, I may
also choose to explicitly state the rules of how each member of the group must consult and
communicate with the rest of the members in that group. For pair work, I would like to pair
Thomas with a student who needs more help. With his calm and gentle temperament, I believe he
could be an excellent teacher and role model. HUMOR TO ESTABLISH NEW RELATINSIHPS
W NEW FRIENDS (data piece 13, canoe)
I would also like to encourage Thomas to interact more closely with his peers in social
settings. To do so, I may create a buddy system and pair Thomas up with someone other than
Justin. Each week, students will have a new buddy who they will need to get to know better. I
may also use guiding questions to get Thomas to depend more on his peers for help. For instance,
if ever he asks me a question, I may say, Why dont you ask XXX who is sitting next to you. He
might have the answer. I believe that Thomas could really thrive as a learner by fostering
collaborative skills.
To help Thomas be more aware of his physical presence, I would like to set a few rules
for him for when we work on the rug (i.e., areas without clear boundaries). For instance, I may
say to him, Before the start of each task on the rug, I would like you to stop and ask yourself
two questions. 1) Am I sitting upright with my back straight? 2) Am I blocking someone elses

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21

sight? This will require him to stop and take a second to notice his own postures and
surroundings before diving into the task he is given. I may also try giving him a clipboard to
write on. I noticed that he likes writing with his notebook on the group and I suspect that he
prefers writing on a flat surface instead of on his lap. Giving him a clipboard may be able to help
him adjust his posture.
Lastly, I would like to communicate more with his parents. While I cannot assume the
type of child rearing strategies his parents are using, I suspect that they might be using a mix of
concerted-cultivation as well as natural growth (Lareau, 2003). Across the data pieces, I have
observed that Thomas is very respectful of adults is sometimes reluctant to open up to teachers. I
would like to encourage his parents to foster his communication skills with adults at home so that
he has the cultural capita to navigate through institutional settings (Delpit, 2008). I may also
attempt to learn more about the conflicted data I have on his independence (in school) and
dependence (at home) and encourage Thomas to have a good balance of the two.
iii. Final thoughts
This project has shown me the power of observation and inquiry. In the beginning of the
semester, I was unsure about the purpose of this project. I didnt know what I was observing and
why I needed to record Thomas every move. However, after writing out a couple of data
analyses, I started to realize that these close observations really provided deep, meaningful
insights that I wouldnt have gained otherwise. I also did not expect to find any obvious patterns
across my data pieces. But towards the end of the project, I was beginning to see that some of
analyses crossed paths. When I really sat down to analyze all 13 pieces of data, these themes just
surfaced in such evident ways.

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Even though it wasnt planned, I noticed that across the 13 data pieces I collected, I was able
to touch upon at least one of the five frameworks that Himely (2000) listed. In other words, from
these data pieces, I was able to get a pretty good picture of Thomas as a person, a thinker, and a
learner.
I should note that the observing a child using a neutral lens did not come natural and easy at
first. I found that in some of my earlier entries, I still carried some assumptions with me while I
was observing. I sometimes assumed why Thomas behaved a certain way and/or judged his/her
behaviors. This could be seen most obviously in some of the adjectives I used. I even deleted my
very first entry completely, because it carried so much weight and assumptions to it. As I got
more familiar with the data collection process, I learned to use a more neutral lens at observing
Thomas. I found the value in analyzing neutral data and by finding themes and patterns across
data that werent already loaded with assumptions.
I recognize that these 13 data pieces are not comprehensive and do not paint a full picture
of Thomas. Each individual is complex and multifaceted. I cannot reduce Thomas character to
only these few data pieces I have collected. However, it definitely helped me to get to know
Thomas better and deeper. Recognizing and noticing common themes and patterns across these
data pieces is a good start to understanding ways in which I can support Thomas in the
classroom.
I imagine it would be hard to conduct a child inquiry on each and everyone of student in my
classroom. However, this project has taught me that sometimes, we will learn something
different and surprising about our student if only we paid more attention. Teachers often judge
their students based on their schoolwork and general participation and behaviors. What they fail

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to realize and appreciate is the complexity of their students. For instance, prior to this project, I
saw Thomas was a smart and good student based on some basic and superficial observations I
have made. After this project, I noticed was able to list a least six different strengths that he has
and be able to support it with evidence! No only is smart and good semi-problematic terms
(i.e., what is smart and what is good?), it is also very generic descriptions. The project allowed
me to really describe and get to know Thomas more deeply. Using these analyses, I was also able
to identify ways in which I could support Thomas both inside and outside of the classroom. I
have gotten to know Thomas as not just a student, but also as a member of this community.
Understanding Thomas position in the community is important, because as Kliewer (1998)
explains, a persons membership status affects the types of friendships and relationships he/she
builds with others. More importantly, a students status can affect his/her opportunities for
learning and growing in the classroom. After getting to know Thomas more personally, I now
know ways I can help Thomas achieve a full-citizen status within the community (e.g., skills
collaborative skills) and for him to be fully accepted by the members in his community. Under
these circumstances, he will able to thrive as both a learner and a human being.

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V.

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References

Delpit, L, & Dowdy, J. (2008). The skin that we speak: Thoughts on language and culture in the
classroom. New York, NY: New Press.
Himley, M. [with Carini. P.] (2000). From another angle: Childrens strengths and school
standards. New York: Teachers College Press
Kliewer, C. (1998). Schooling children with Down syndrome toward an understanding of
possibility. New York: Teachers College Press.
Lareau, A. (2003). Unequal childhoods class, race, and family life. Berkeley: University of
California Press.

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Data pieces

The following data pieces are organized by date as some of the data pieces are built upon
previous observations, findings, and analyses.
Data Piece 1: Thomass Makes 37 Cents (9/29)
Data Specific Context
On the morning of September 29th, the class was trying out station work for the third time
since school has started. On that day, there were a total of three stations where each teacher (i.e.
two cooperating teachers (CT) and one student teacher) led a station. Students rotated between
stations and the teachers taught each lesson three times. The stations that day were geography,
writing, and math. I led the math station and Thomass group was my first group of the day. This
station was situated in the back corner of the room, also known as the small rug/carpet area.
There were a total 8 children in this group. Thomas sat next to Justin (boy in the red t-shirt).
In that station, students were given a quick review lesson on coin value and asked to create
thirty-seven cents using as many different combinations as possible. They were given a
worksheet where they were encouraged to use different strategies such as drawing the coins out,
writing out the addition process, and double-checking their work to create 37 cents.
Anecdotal Reflection
On that day, Thomas was wearing a gray hooded sweatshirt with jeans. When the group
approached the station, some students got in a minor argument about who gets to sit on the
cushion today. I told them that it would be Alexs turn today. Some kids expressed discontent by
asking, What? Why? Why does Alex get to sit there? I noticed that Thomas stayed quiet.
Unlike his peers, Thomas did not seem to really mind where he sat and did not voice any
concerns as to who gets to sit on the cushion.
After the students all sat down on the rug, I started to give my lesson. I noticed that
Thomas was sitting in front of Justin, blocking my sight of Justin. Throughout the lesson, I had
to remind Thomas a couple of times to sit back a little more to make a bigger circle so that Justin
can see the board as well. Im wondering if sometimes he may not be aware of his physical
presence in relation to others. I noticed that while I was talking, Thomass head was low and his
eyes were focused on what was on the rug (e.g., pieces of paper or thread). When I asked them
what each coin was worth, Thomas lifted his head and answered out loud with the rest of the
group. It was interesting to note that even
though he wasnt making eye contact with me
during the lesson, he was able to answer my
questions. This suggests to me that he was still
actively listening to what I was saying.
After the mini-lesson, I handed each child a
clipboard and a worksheet. Thomas sat back on
his bottom and waited patiently for his turn to
get the materials. Once he received the
worksheet and clipboard, he knelt forward and
started writing with his body bending forward. I
have noticed during rug work (i.e., anytime we
are working on the rug), Thomas writes in that

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particular physical posture. Im wondering why he does and whether that tells me anything about
him as a learner.
As Thomas was working, I noticed that Thomas used the drawing strategy and wrote his
answer out in words. He drew circles to symbolize the coins, wrote the value of each coin, and in
the end listed out in words, the number of coins he used to create 37 cents (e.g., 1 quarter, 1
dime, 2 pennies). Im wondering if drawing and being able to visualize his work is helpful to him
as a learner.
While Thomas was still working, I checked Justins work. Justin is the student who was sitting
next to him on the rug. I noticed that Justin had a tiny calculation mistake. I said to Justin, I
really like what you did here. You listed a lot of possibly to make 37 cents and showed your
work by showing the addition. But, I noticed a mistake in your adding. I turned to Thomas and
said, Thomas, maybe you can help Justin take a look. Thomas looked at me and then leaned
over Justins clipboard that I have laid in front of them on the rug. Thomass body is still in
kneeling position, looking over the worksheet from above. He scanned through Justins work
quietly but attentively. After a few seconds, he points to Justins work and said softly, Here. You
added wrong. Thats not thirty-seven. His tone of voice did not seem to suggest that he was
making fun of Justin or that he was surprised. He seemed calm and pointed out the mistake like it
was just a matter of fact. Justins reaction was calm too. He responded with a faint smile and
said, Oh. Justin proceeded to correcting his mistake while Thomas turned his focus back to his
own work. He was scanning his own worksheet now, seemingly trying to catch any mistakes he
could have made as well.
Analysis
From this observation, I noticed two
things. First, I noticed Thomas body posture
and physical presence. Second, I was able to
observe how he helps his peers.
During the lesson, Thomas seemed
to be unaware that he was blocking his
neighbor. I had to remind him more than
once to sit back so that his neighbor, Justin,
could see the board as well. Each time, he
sat back to make a bigger circle and seemed
to forget and moved forward again. This
suggests to me that Thomas could be
unaware of his physical presence in relation
to the rest of the class. It does not appear
that he was blocking Justins sight on
purpose, because each time, he repositioned
himself without putting up a fight or
complaining. I may need to think of ways to
help Thomas be more aware of his physical
presence. For instance, I may choose to have
a quick conversation with him about being
aware of where and how we position our

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bodies before the beginning of each lesson, I would like him to ask himself, Where am I
sitting? How am I sitting?
Another aspect of Thomas body position that I noticed was that during the lesson, he
would sometimes look at the rug and not make eye contact with me or look at the board. But
whenever I asked a question, he would look up and answer with the rest of the group. Im
wondering if he is more of an auditory learner and prefers listening instead of looking? Then
finally, I noticed that while he was working, he positioned his body so that he is kneeling
forward with his body and arms on the ground. This made me think back to the other times that
we worked on the rug together. I am reminded that he would position himself that way whenever
the students were asked to write on the rug (e.g., while we copied homework on the large carpet,
while students worked on math problems in their notebooks during morning work). I wonder
why Thomas positions himself that way. Does that body posture allow him to work comfortably?
Does he prefer writing on a flat surface? Does he need more core muscles to help him sit up
while working?
Second, I noticed that Thomas has a calm and mature attitude. While some students
fought over who gets to sit on the cushion, Thomas did not get involved. He did not express any
preference nor did he show that he thought it was unfair. I am wondering if this suggests his
maturity or is it simply just something he did not particularly care about. Later, when I asked
Thomas to help out Justin with his work, I noticed that Thomas looked over Justins work by
looking over his work calmly and attentively. When he saw the mistake, he said, Here. You
added wrong. Thats not thirty-seven. His response did not make his peer feel uncomfortable
and the way he said it seemed to demonstrate a sense of maturity. This suggests to me that
Thomas could be a helpful partner during group work and partnerships. He was able to help his
peer without putting them down and without appearing competitive.
As a teacher, I would like to keep in mind that I could learn a lot about a student from
their physical gestures and postures. I would like to continue to observe Thomas and look for
ways to help him be more aware of his physical presence in relation to the larger
group/community/class. Also, I noticed that I was able to learn a lot about Thomas by asking him
to help out Justin. His interaction, demeanor, and attitude while helping his peers suggests to me
that he could be a helpful leader in group work and partnerships. This is especially true in an ICT
classroom where we have a wide range of learners who are sometimes emotionally sensitive to
the mistakes they make. I would like to continue to learn about my students as a community
member through ways they help their peers. This could be helpful to me as a teacher, because it
helps me identify students strengths and allows me in making grouping decisions.

Data Piece 2: Thomass Choice Time (10/9)

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Data Specific Context


During 8th period of every Friday, students first pack up their school bags to get ready for
choice time. During choice time, students are allowed to play inside the classroom. There is a
wooden shelf by the classroom door that is full of different choice time games like Connect Four,
Scrabble, Chess, Guess Who, and the math pizza pie. They are free to work with anyone and
anywhere within the classroom including at their own desks, the floor, or on the two rug areas in
the room. They also have the option of working with arts and craft materials that is not in the
choice time game shelf.
On October 9th, the teachers began 8th period by having the orange-table pick out a toy
from the prize jar. There are a total of five groups of tables, each assigned by a color, indicated
by a colored sign above their table area. Each table can earn points either by having good
behaviors, such as sitting quietly after clearing off their desk and transitioning quickly, or by
having everyone at the table complete their homework assignment for the day. It is typical for the
class to have at least one to two tables earn a prize each week. Prizes are given at the end of the
day, depending on when they accumulate five points. Thomas sits at the orange table and was
ready to pick out his prize along with five other students in his group. The prize picking occurred
during choice time so the students at the table jumped right into playing after getting their toys.
They had about 30 minutes to play before they lined up for dismissal.
This is the first time I observed Thomas during choice time, since I do not usually go in
the school on Fridays. I was curious to see which prize he will choose from the prize jar. I was
also wondering who he will play with and what they will play (i.e., which game from the choice
time shelf). Since the class is well structured and managed throughout the day, I was curious to
see how he will behave during his free time. I took written notes in my field notes journal while I
observed. I also took photos and short video clips with my cellphone by holding the notebook up
and hiding the phone behind it.
Anecdotal Reflection
All the students from the orange
table were at the big rug area choosing
their prize. Thomas looked around the
prize that was spread out on the rug by
other children from his group. He looked
around for about five second. Then he took
a bag of keychain whistle and a bag of
plastic ball with spikes, which the children
call the sea urchin ball, and placed it in
front of him. I sat on the big rug next to
where Thomas was kneeling and wrote in
my notebook, pretending I wasnt paying
any attention to him.
Thomas laid the two bags in front
of him and started pointing and singing,
eeny meeny miny moe. His peers did not
appear to pay attention to him, but he
seemed to be enjoying his song and
appeared to be in a good mood for

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receiving a prize. His finger landed on the bag of whistle. He said out loud, Im sorry sea
urchin. I love you! and starts opening the bag of colorful whistles that doubles as a keychain.
He looked at the different colored whistles in the bag and after five seconds, he took out the
orange whistle and closed the bag.
He walked back to his table and two children asked him what he got. He shared his prize
and attempted to demonstrate his toy by blowing on the whistle. He said to them, Look theres a
ball in here! He kept trying to blow on it, but was unable to make it whistle. That did not seem
to bother him. He started pacing and walking around the classroom by himself with the orange
whistle in his mouth. He appears to be entertained by his new prize even though its not fully
functioning.
After three minutes, he walked over to where Justin was sitting and started showing
Justin his whistle. I have seen Thomas playing with Justin before and had suspected they would
be playing together during choice time.
Justin was sitting alone at his desk playing
with his own baseball and a stuffed pig that
he had brought. I quietly sat down across
from the duo with my body facing the
other side of the room. I listened discretely,
again pretending like I wasnt paying any
attention to them.
Thomas blew on his silent whistle
while watching Justin act out a story with
the baseball and pig. Immediately, Thomas
pulled the whistle out of his mouth, held it
in his hand and started joining Justin in his
role-play with the ball and pig. Thomas
took the pig and started repeatedly
bumping it into the ball that Justin was
holding while making crashing noises with
his mouth. The two boys started laughing.
Then Thomas started taking the lead in his
role-play and said, This is a piggy rocket
ship. Get ready! 3-2-1, blast off! Justin
responded by chiming in the count down.
Thomas made more noises with his mouth saying, beep, beep, beep, while flying the pig in the
air. Justin laughs harder. Thomas then reenacted the blast off again, but this time making fart
noises, which Justin found really funny and kept giggling. Thomas said in a high pitched voice,
pretending to be the pig, Oh no! I need to fart. Weeeeee! and flies the pig up in the air. He
continued, Two hundred millions days later. We have finally landed in Plutoranius. Both boys
kept laughing. Thomas took the lead in the role-play, but would occasionally let Justin take lead.
Another boy in the class walked over with a Draw Something toy, which is a sketch
board that is a plastic board with a piece of clear plastic on top of some film. It makes an
impression on the board when you use the attached pen or simply with the contact of your finger.
The board erases when you press the button the side, which simply separates the plastic drawing
surface from the film underneath it. The boy who came over with the Draw Something toy puts
down the board and let Thomas take over while he examines the pig in his hand. Thomas didnt

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seem to mind and started scrubbing on the screen really hard, trying to make marks on the Draw
Something board. They werent drawing anything but simply trying to make linear impressions
on the board. He made a game out of it by telling Justin, who is now just watching, You draw. I
press this. Whoever does the most after 30 seconds wins. The boys were competing to see who
can press or scrub the fastest. Nobody was counting and after about ten seconds, Thomas gave
another idea. Okay. Now its my turn to draw and starts scrubbing really hard on the board
with his finger while making screaming noises that made Justin laugh. The game continued like
this for five more minutes where Thomas continued to give commands.
After about five minutes,
Justin seemed to have lost interest as
Thomas is still drawing on the board
with his fingers. Justin leaves the
desk area and heads for the rug area
where children are playing with
different choice time games. Thomas
didnt seem to notice Justin left and
didnt mind. He continued scrubbing
the board and playing by himself just
as he did when he was blowing the
whistle by himself. After another
three minutes, Thomas called out,
James! without lifting his head up
and still drawing. It appears that
James did not hear Thomas.
Thomas continued to draw
and then turns around to look for
Justin. Thomas got up from the seat,
walked over to James, who is now
watching other children play with the
math pizza pieces at the big rug, and asked him to scratch the board again with him. Justin
agreed but again got disinterested after about a minute. Then Thomas left his scratch pad with
three other children who were watching over his shoulders and went to get the tic-tac-toe pad
with a pencil in his hand. He held up a pencil in one hand and the tic-tac-toe note pad in the other
hand. He went up to Justin and asked him to play. I could not hear what they said, but from the
physical gestures, it seemed like they agreed to start playing. Just then, the teachers announced
its time to clean up. He pouted and seemed disappointed. He tore the sheet of tic-tac-toe sheet
on the top of the pad and put it back in the game cabinet. Then he went back to his desk and sat
down. He didnt continue to help others clean up. As he sat, he seemed to be busy playing with
the tic-tac-toe sheet in his hand. He was trying to fold it into something. When the teacher asked,
I am looking for children who is ready to line up, he hides his hands under the table but
continues to fold.
Just then, Justin who sits two feet away from him, whispered to Thomas, Hey! You
forgot this and hands him the orange whistle that he had left behind at Justins seat. Seemingly
distracted from the paper he was folding, he lifts his head slightly to say Thanks before going
back to folding again, holding the whistle in his closed fist. Justin responded with a smile and a

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thumbs up, signaling youre welcome, which Thomas did not see. Thomas then lined up for
dismissal.
Analysis
From this observation, Thomas seems to be creative, playful, and curious. When
choosing his prize, he said, Im sorry sea urchin. I love you, pretending that the toy had
feelings. It appears that Thomas is really curious each time a new toy is presented to him (e.g.,
moving from the while prize to Justins pig and ball, to the Draw Something, and to the tic-tactoe game). I noticed that he shifted his attention from one game/toy to another rather quickly, but
each time, he appeared to be very focused. There were times when he did not even notice his
playing partner was gone or that someone had taken the toy he was playing with. This is even
more apparent when he forgot his prize whistle at Justins seat. I wonder if Thomas play pattern
of showing short amounts of focused attention and then quickly shifting to something else, is
exhibited during lessons and class time. Within 30 minutes, he was engaged in 5 different
activities. I wonder if boys at this age tend to shift their attention easily. Or is it specific to
Thomas? What keeps him engaged and what doesnt? How does he decide to move from one
activity to another?
I noticed that sometimes when Thomas is really focused on a game, he becomes unaware
of his surroundings. He did not pay much attention to the physical presence of the children who
was standing or sitting beside him whenever he was focused on playing. He didnt notice I was
sitting across from him, taking notes of him even when he was just playing alone with the pig
and the sketch board.
It also appears that Thomas is flexible and capable in working either individually or in
small groups. He was able to socialize and make casual conversations with the children in his
class as he was walking around with his whistle, but he was also able to play by himself and
attentively with one other person in a partner setting. So far, I have witnessed Thomas playing
closely only with Justin. I wonder if is able to play comfortably, creatively, intimately with other
children in the class as well. Going forward, I would like to continue to observe the interactions
he has with other classmates.

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Data Piece 3: Off to Recess! (10/13)


Data Specific Context
During period 5, all third-grade students get about 15 minutes for recess and afterwards,
they head inside the cafeteria for about 20 minutes of lunch. During recess, one to two teachers
are present to monitor the children. The playground is situated near the schools side entrance
and parking lot, adjacent to the street traffic. The near side of the playground consists of a jungle
gym that has slides and play structures. On the far side of the playground is an open space on
concrete. Each class from third grade is assigned one day out of the week to play in the jungle
gym area. On this particular day on October 13, 2015, at around 11:15am, Thomass class is five
minutes early for recess. Their class was the first to arrive on the playground and that day was
not their assigned day to play on the jungle gym. The teacher on recess duty has not yet arrived,
and the classroom teacher and I watched as the class played. I observed Thomas closely for ten
minutes before being asked to leave by the teacher who was on lunch duty.
Anecdotal Reflection
While we were walking the students down from our classroom to the playground,
Thomas was not in his usual line spot and was standing behind Justin. As the students walked
down the hallway, Thomas stood side by side next to Justin and they were speaking softly to
each other and giggling. Their conversation was inaudible to me as I stood about two feet away
from them, but they seemed to be talking about something funny. As they approached the second
hallway, the teacher noticed the noise level of the line and asked everyone to stay quiet. Thomas
and Justin seemed unaware of what the teacher said and continued talking. It was then the
teacher called out Thomas name and said, Thomas. Why are you still talking? (She paused.)
Wheres your line spot? Thats not where youre supposed to be. Without being asked, Thomas
started walking toward the back of the line to the place he was supposed to be standing. As he
walked, I noticed that he was looking down, with his mouth a little opened, and seemed a little
embarrassed. As he got in his spot, he looked up at the ceiling and at the clock hanging over his
head. He seemed to be avoiding eye contact with his peers who were looking at him and
appeared curious about his reaction. We continued walking to the playground.
As we approached the playground, Thomas began taking off his sweatshirt hoodie. I
wondered who he would play with and what games or activities he would be interested in. I was
curious whether he would be playing with Justin or whether he had other playmates. He carefully
placed his sweatshirt on the ledge and as he turned around, I noticed he took a couple of seconds
to scan playground as if he was looking for something. At this point, I had a feeling he might be
looking for Justin. I was right. He ran up to Justin, who was already in the middle of playground
and walking by himself. Since Thomas had been called out by the teacher for standing in the
wrong line spot earlier, I was curious to see whether his mood would be affected. As Thomas ran
up Justin, he immediately said something to him that made the both of them laugh out loud. I
wonder if he had already forgotten about the incident or whether he had mentioned something to
Justin about it.
Both of them started walking alongside of the playground wall and away from the rest of
the children who are at the far end of the playground who are now starting to play what seemed
like a tag game. Thomas didnt seem to pay much attention to the rest of his classmates and what
they were doing. His looked down on the ground as he and Justin walked and chatted. The other
children in the class also seemed to leave them alone without inviting them to join or paying
much attention to them either. As the two boys looped around the jungle gym in circles, I noticed

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that Thomas held onto Justins elbow and arm. I couldnt really tell if he was gently
pulling/pushing Justin as if one was leading the other or if Thomas was simply holding onto him.
As they looped around to the corner where I was standing, it seemed that Thomas was holding
onto Justins arm in a way so he could keep a close distance with him. The spoke softly even on
the playground and as they walked passed me, I could not hear what they were saying. It was at
this time, the rest of the third grade class entered the playground. They appeared to be really
absorbed in what they were talking about. While they were walking, it appears that they were
careful in not being too close to the jungle gym, because it wasnt their turn to play on it that day.
As they reached the other corner of the playground, the two boys stopped walking and
burst out laughing, which was something I dont often see inside the classroom. Thomas lets go
of Justins arm and jumped up into the air, stuck his right foot and right hand out, with what
seems a fighters karate pose and screamed haaaa in a loud-pitched sound. They both started
laughing even harder. As they continued their laughter, they started walking again and Thomas
placed his hand back on Justins elbow. It was then the rest of the third grade students entered the
playground. I was curious to see whether Thomas had friends in other classes, perhaps
classmates from previous years that he would be interested in playing with. However, as the two
boys walked, nobody approached them and they didnt seem to be looking for anyone else to
play with. They continued to stay focus in their conversation with each other. I noticed that when
groups of children got in their way, Thomas and Justin simply walked around them. When the
teacher called the kids for line-up, the duo continued with their pace and walked toward the line
still chatting and giggling.

Above: Thomas and Justin walking on the jungle gym area while the rest of his classmates
played in the back area.
Analysis

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It was really interesting to see that Thomas did not seem to express too much interest in
engaging with the rest of his peers, except for Justin. It seems that Thomas really enjoys talking
to Justin. As he and Justin walked around the playground, I noticed that they were not
particularly interested in being too physically active. They did not seem to be interested in
joining other peoples games nor were they interested in creating their own physical games. For
the duration of the recess, Thomas engaged in mostly conversations with Justin. I am wondering
if Thomas enjoys being around Justin because he could make him laugh. I also wonder if
His close interaction with Justin and how he placed his hand on his arms suggests to me
that Thomas feels really comfortable around Justin and that he could be himself. In data piece 3,
I have already observed Thomas and Justin playing together during choice time, but I had
assumed the play interaction might have been different outside of the classroom. However, to my
surprise, the two boys were just as interested with playing with each other even when the rest of
the third grade students were present on the playground. I am curious to see how Thomas would
interact with his peers during other small group work where Justin isnt present. Since I cannot
observe Thomas outside of the school context, I think observing him during specials would
provide me with good insight to his interactional patterns. As a teacher, I must be aware of how
students interact with their peers both in and outside of the classroom. In the case of Thomas, I
would like to provide him with opportunities of establishing relationships with other students. It
might be important for me to observe, as a teacher, a students pattern of interaction and
encourage him/her to explore outside of their comfort zone. This isnt to say that Thomas
intimate friendship with Justin is in any way wrong, but it is that as a teacher, I should be aware
of it and attempt to create more opportunities for Thomas to explore other types of relationships
and expose him to a wider range of interactions (e.g., through in-class groupings).

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Data Piece 4: Creative Writing (10/16)


Data Specific Context
Since I was beginning to notice a pattern of Thomas being a creative learner and thinker,
decided to take a closer look at his reading/writing notebook. I was curious to examine more
closely what his writing looks like. I found a couple of entries in which he was asked to free
write. The fictional stories he wrote were not only entertaining, but also highly creative. Through
the use of descriptive details, dialogue, and internal thought, Thomas also demonstrated that he is
a strong writer. I was fascinated by the way he approached his free write and decided to include
one piece of his writing as part of the data to demonstrate his creativity.
This particular entry was a homework assignment given on October 16, 2015.
Anecdotal Reflection

Above: Thomass free write entry titled The Adventurous


Hamster.

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The following is his free write entry:


Free Write 10/16
The Adventurous Hamster
Once upon a time, there was a little hamster. He had a big secret. His cage had a lock that
doesnt lock! He goes on adventures out of his cage when nobody is in the building. He
slips under doors and goes in other classrooms. He communicates by talking to animals
by animal-language. He communicates with humans by typing on computers. On
todays adventure, maybe I can go to the library, he thought. He crawled to room 307,
the library. He said, Hi to the fish. They just said blurb. Fine I guess they dont want
to talk to me. This was just the beginning. He climbed up the shelves to check out
books. He found one, pushed it off and it tumbled down. He read the pages, one by one.
He finished the book. It was sunrise. He went to his own classroom, 250, to sleep.
Analysis
In this piece of writing, Thomas incorporated a variety of writing techniques, including
using an interesting lead, dialogues, descriptive details, and internal thoughts. Moreover, he
seemed to demonstrate a strong sense of creativity by explaining that the hamster went on secret
adventures every night when nobody is in school. He even added details about how the hamsters
communicated with other animals and humans. I also found humor in his writing when he wrote
that the hamster said hi to the fish and the fish just responded, blurb.
Since the class has been working on writing realistic fiction and thesis papers, students
have not really been given a chance yet to explore fictional writing. As a teacher I should keep in
mind that I should encourage students to explore different types of writing in their free writes,
including those that they enjoy writing the most. If I hadnt studied his notebook more carefully,
I wouldnt have noticed that he was a strong fictional writer. I would like to continue to
encourage and support Thomas to use his creativity and humor in all types of writing.

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Data Piece 5: Science Group Task (10/19)


Data Specific Context
On October 19th, 2015 during period 3 and 4 I decided to follow Thomas to his science
class, which takes place in another classroom and led by another teacher, Ms. Wang. I was
curious to see how he interacted with another teacher in another setting. As I have noted in my
previous data pieces, I wanted to see how Thomas would interact with his peers outside of our
homeroom classroom, and so I thought this would be a great opportunity to do so. In this lesson,
Ms. Wang, the science teacher was teaching measurement, including estimating and measuring
using a tape ruler. Students were asked to work with their tablemates, groups of 4 to 5, to
complete this task. They needed to choose things they wanted to measure, estimate their
measurement in centimeters, measure the actual object, and then calculate the difference between
their estimation and the actual measurement. These measurements were recorded in their science
notebook using a grid that they had copied from the board. Thomas table was in the very front of
the class, near the whiteboard. He had three other students in his group. He was the only male in
the group. I followed Thomas group around the classroom to observe how they complete this
task as a group.
Anecdotal Reflection
When the class began their task, Thomas and his teammates were busy trying to finish
drawing the recording grid in their notebook. In the notebook, Thomas drew four columns,
which said, object, estimate, measurement, and difference and three empty rows beneath it.
Together with his group, Thomas had to decide what to measure. Two students were saying they
wanted to measure the height of the table. While they were still discussing, I noticed that Thomas
started recording in his notebook and wrote, height of the table. He then held the measuring
tape across his chest and started looking at the markings on the tape. He said out loud, Hey! I
think its 82 centimeters. His teammates seemed surprised that he had already estimated the
height while they were still deciding what to measure. Seeing this, his teammates stopped their
discussion and asked, You mean the height of the table? Thomas replied, Yeah. One of his
team members said, Okay. Yeah. Lets write that. While the rest of the group was copying
down the object name and the estimate onto their page, I noticed that Thomas started measuring
the table by himself. It was interesting to see that he decided to begin the task without them.
Seeing this, two of his teammates stopped with their writing and rushed over to Thomas. Thomas
held the tape on the floor while the two other students pulled the tape from the ground up and
measured the height. Together, they decided it was 64 centimeters and began recording it in the
notebook.
One of the students in this group is a selective mute. She did not participate in the
discussion and measurement but paid close attention to what Thomas and the rest of the group
was doing. She copied Thomas estimates and measurement. It was interesting to note that
Thomas did not seem to mind her copying down the data. However, he also did not attempt to
incorporate her into the task.
After recording the actual measurement as 64 centimeters, Thomas looked up, seemingly
trying to do the math in his head and recorded18 centimeters as the difference. He had already
finished calculating while the rest of his teammates were still trying to finish writing. While they
were still writing, I noticed Thomas was looking around the room. I think he was looking for
objects to measure. Suddenly he locked his eyes on the cabinet and said quietly, How about the
height of the cabinet? Without waiting to hear back from his teammates, he began jotting that

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down in his notebook. Im wondering why the rest of the group does not contest and why
Thomas didnt seem to feel the need to consult with them. The rest of the group did not verbally
respond but seemed to follow Thomas suggestion and also wrote down Height of the cabinet
in their notebook. As they were writing, one student suggested that the height of the cabinet is
close to her height so maybe its around 110 centimeters. Without discussing further with his
teammates, Thomas jot down 110 centimeters in his notebook and proceeded to measuring the
cabinet by himself. The others followed.

Above: Thomas science notebook measurement estimates and recordings


For the next two objects, I was beginning to notice a pattern. While the two other female
students seemed to prefer discussing and verbalizing the process and their thinking, Thomas
seemed to just do it. He didnt join the conversation, but appeared to be listening. He wrote down
the estimation and measured the object on his own without asking his teammates to join him. His
manner did not appear to be competitive or rushed. Instead, he seemed quiet, confident, and
independent. His actions suggest to me that he is so focused on competing the task that he might
have forgotten he is supposed to work together with his teammates. It was interesting to note he
did not communicate verbally with his teammates throughout the process. And even when he
asked, How about the cabinet? it did not appear that he was waiting for an actual response. The
photographs below shows how Thomas decided to measure the easel and proceeded to doing so
before his teammates could join him. As he started to measure, his teammates joined him and
offered their help, which he did not reject.

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Top Left: Thomas kneeling on the ground holding the end of the measuring tape while his
teammates helped. Top Right: Thomas walking towards the easel by himself to begin measuring.

Top Left: Thomas again holding the measuring tape, beginning to measure while his teammates
tried to help. Top Right: Thomas was trying to read the measurement, taking lead of the task.
Analysis

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In our homeroom classroom, we usually do pair work or individual work. I do not usually
get to see Thomas working together in a larger group. Thus, I was surprised by what I observed
in this particular science lesson. Thomas seemed to demonstrate independence and initiative in
competing the task. He would think of objects to measure and go right into measuring it without
really consulting with his teammates. His strength as an independent learner, however, suggests
that there is room for improving his collaboration skills. It seemed that during this task, he did
not often engage in verbal communications and interactions with his peers. When his teammates
offered help, as in the instance of measuring the table height and the easel height, however,
Thomas also did not reject their assistance.
This suggest to me that Thomas is capable and of working with his peers. He does not
particularly dislike working with others or having their help. However, he might be lacking
certain collaboration skills, such as group communication and negotiation. As a teacher, I should
help Thomas foster these skills. This might mean giving him more specific instructions on how
to proceed with a task (e.g., Step 1. Talk with your teammates everyone needs to give one idea,
Step 2. Decide together on what to measure make sure everyone agrees, Step 3. Estimate the
measurement Listen to everyones suggestions before recording, etc.). Or, this might also mean
that I need to assign tasks within the group (e.g., a measurer, a recorder, a estimator, etc.).
I would like to continue to observe Thomas interactions with others and find ways to
support him in group settings. This will be helpful for him in various institutional settings.

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Data Piece 6: Strawberry Vanilla Birthday Cake (10/22)


Data Specific Context
Since the beginning of the inquiry project, I havent yet really had a conversation with
Thomas about life outside of school. On the morning of October 22nd, my cooperating teachers
and I picked up the students in the parking lot as usual to lead them back into their classrooms.
When we arrived, Thomas and his class were standing in line in their designated area. Our walk
back to the classroom usually takes about five minutes, because there are other classes trying to
get into the building. Our path usually goes from the parking lot, through the gymnasium and
second floor hallway, and to the back corner of the building.
Anecdotal Reflection
As I approached the line and said good morning to everyone, I noticed Thomas was
chatting and giggling with Justin. He seemed to be slightly more energetic than usual. They were
not in his usual line spots, but the cooperating teacher did not seem to mind or notice. I was
standing in the back of the line to make sure all the students kept up with the line. About ten
seconds into our walk, Thomas stood still, blocking the students behind him. Justin had
proceeded walking. Thomas had a faint smile on his face. Calmly, I said, Lets go Thomas. I
realized then, that he seemed to stop walking, because he wanted to talk to me.
He said something that wasnt audible to me so I asked him to repeat it again. He said, Is
it Saturday yet? I want it to be Saturday. Curious as to why he would say that and why he
decided to have a conversation with me, I asked, Why do you say that? Whats going on
Saturday? He grinned and replied in a greater volume, Its my birthday party! Im going to be
eight years old! I noticed that Thomas began this conversation by asking me if it is Saturday yet
instead of telling me outright it was his birthday party this weekend. It seemed as if he was
prompting me to ask him more questions, so I said, Happy early birthday Thomas! Tell me more
about this party. He continued, Im having a party at home and my friends are coming. My dad
is getting me a strawberry vanilla cake. Its my favorite kind! It has Oreo sprinkles on the top.
And it has strawberry ice cream in it with vanilla cake.
He seemed to be really excited and I was surprised at his willingness to share this with
me (it wasnt usual for me). I then responded, That sounds awesome. Youre making me so
hungry. So whos going to your party? He replied, My friends. I asked, Who did you invite
from our class? He was quiet for a few seconds and seemed puzzled about why I asked that and
said, They are friends from outside of school. I wondered why he hadnt invited anybody from
his class, including Justin. Curious to learn more about his friends outside of school, I asked,
Where are these friends from? Like, how did you meet them? He explained, Like theyre my
relatives. Then he lifted his left hand and started counting silently to himself. It seemed like he
was trying to remember who the other children were. As he pointed up three fingers at me, he
said, Carson and Danny (names are changed) are my mom and dads friends Their kids. I
nodded with a smile, hoping he would continue. He added, And then Jennifer and Alex (names
are changed) are my cousins. I replied, I see. Well sounds like its going to be a great party!
Im excited for you. Can I go? I joked. He giggles without responding and seemed to
acknowledge my joke.
Our line came to a stop at its usually place, under the clock on the second floor hallway. I
had a chance to really stop and look at him. I noticed, all of a sudden, that his sponge bob
backpack seemed really big on his frame. The children next to him in line did not appear to be
paying attention to our conversation and Thomas didnt seem to mind letting other students hear

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him talking about his birthday party. Thomas was holding onto the bottom of his backpack strap
as we were talking. His body seemed calm, yet his voice was a little louder than usual, his eyes
seemed a little wider, and his smile seemed to suggest a sense of satisfaction. He looked up at me
as we started to walk again and he said, My dad already ordered the cake for me. I noticed that
he directed the conversation back to his birthday cake so I said, How come you like this cake so
much? Is it really special? He responded, Yeah! It tastes so good. My dad doesnt usually let
me have ice cream.
As we were getting closer to the classroom, I asked, So what are you and your friends
going to do at this party? He thought for a second and said, Umm, I think my dad will let us
play mine craft and maybe some other games. I cant wait!
Analysis
It was really interesting to learn a little bit more about Thomas and his life outside of
school. From this conversation, I noticed that he hadnt invited any of his classmates from school
and that most of the guests attending his party are mostly his relatives his cousins and his
dads family friend. I am wondering if Thomas had any say in who he wanted to invite to his
party. Did his father create the invitation list for him?
It also seemed that Thomas respects his fathers decision in what he may or may not do.
He stated that his father does not normally allow him to ice cream and that he thinks his dad will
let him and his friends play mine craft. This reminded me of Unequal Childhoods and Im
wondering his interaction with his dad has anything to do with possibly being raised in a natural
growth environment where might be a clear boundary between adults and children. It also
seemed that Thomas wasnt really sure what him and his friends were going to do at the party.
He mentioned that they might be able to play mine craft and some other games. This suggests
to me that his dad/parent(s) might not have focused on any type of organized activities (i.e., the
birthday party wasnt a planned itinerary and Thomas seemed to be able to manage their own
playtime). Even though I could tell that Thomas really enjoyed ice cream and playing mine craft,
his uncertainty about whether he would actually be able to do these things suggest to me a sense
of constraint and not a sense of entitlement. It seemed that he did not necessarily feel entitled
to having his wants met just because it is his birthday He still needed his fathers approval. It
also did not appear that he was particularly unsatisfied with whether or not him and his friends
will get to play mine craft nor did it seem like he wanted to negotiate for it.
Moreover, I am wondering, again, why Thomas did not invite anybody outside of his
relatives. From Unequal Childhoods, I know that sometimes working class parents who
practice natural growth focus on their relationship with their family members and relatives. Like
Harold from Unequal Childhood, Thomas also celebrates special occasions such as his birthday
with his relatives (Lareau, 2003, p. 141). The author states, Among the McAllisters, the parties
are not, as in middle-class families, based on friends from school or from extracurricular
activities. Extended family members pool their recourses and energies, celebrating birthday with
enthusiasm (Lareau, 2003, p. 141). Without a real understanding of his family and his class, I
would like to refrain from making any sort of conclusions, but it is simply interesting to see the
connection between my readings of working class families and Thomas birthday party.
Lastly, I am also wondering why he hadnt mentioned anything about his mother. Is he
from a single-parent family? Does his mother live with him? Is it just that his mother has very
little involvement with the party? Or perhaps he cares a lot about his father and what he says? I
would like to learn a little bit more about his family.

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As a teacher, I think I need to understand to aware that not all children grow up in a
concerted cultivation environment. Upon reflection, it was interesting to see that I had assumed
Thomas would invite his classmates and his reaction to that (i.e., He seemed a little puzzled why
I would ask that). I must be aware not to assume that all children have a particular way of life
or structure of life outside of the school. It is also important for me to know that even a mini
snapshot of Thomass birthday party could possibly allow me to gain insight into his home
environment. In other words, I need to remind myself as a teacher, that there is value in paying
attention to even just the smallest things about a student, particularly outside of the classroom
learning context. Prior to my learning in our course, I would have simply seen this as a casual
conversation with a student. But upon reflection, I think opportunities like this could allow me to
gain better insight, albeit these insights should not be conclusive. I would like to continue my
observation of my students in this way.

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Data Piece 7: Where I Read at Home (10/27)


Data Specific Context
During the first week of school, the teacher gave students a homework assignment where
they had to draw a picture of where they like to read at home. On October 27th, I came across this
drawing in Thomas homework folder and decided it would be a good opportunity to talk about
his home and home life. During our sixth period independent reading, I pulled Thomas outside
the classroom to have a quick chat. The following is our conversation.
Anecdotal Reflection

Above: Picture Thomas drew of where he reads at home.


This is an illustration of the layout of his room.
Me: Hi Thomas. I came across a really cool drawing of yours and was wondering if we could
have a quick chat about it. I want to just learn a little bit more about you.
Thomas: Ok.
Me: Do you remember what this is? Can you tell me a little bit more about what you have here?
Thomas: Yeah. This is my room and we were supposed to draw a picture of where we read and
thats where I read.
Me: I love how detailed you are and you even have a compass and a key! Can you tell me what
these things are?

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Thomas: Thats the window, the bed, the bookshelf. So um, this is actually going to be my
future room. I will sleep there when Im a little older. Right now it doesnt have a bed. My mom
said maybe I will get a bunk bed.
Me: Oh cool! I had a bunk bed growing up. I slept on the top and my brother slept on the bottom.
Why do you want a bunk bed?
Thomas: Well[showing signs of hesitation] I sleep in my moms room right now. And when I
get older, if I get a bunk bed, my mom said she will sleep on the bottom while I sleep on the top.
Me: I see. Thats cool! I hope you get a bunk bed one day. So tell me more about what your
house looks like and who you live with.
Thomas: I live with my mom and my dad on the first floor. My grandma lives in the basement
and my relatives live upstairs.
Me: Wow! So you live in a house-house? Thats so great. I live in a small apartment. Do you
have a yard?
Thomas: Um. Sort of, not really. Its really small in the back. And you know how I am
sometimes late to school? Its because I live really far away in Bensonhurst. It takes an hour to
get to school.
Me: Oh yeah, I remember you told me that you got stuck in train traffic a couple of times. So
since you live so far, does that mean you have to wake up really early very morning?
Thomas: Yeah. I wake up at 6:30. But, my mom wakes up even earlier at 5 oclock.
Me: Five?? Thats really early. How come?
Thomas: Well, she needs to take a shower in the morning. And she makes me breakfast then
takes me to school. Then she goes to work.
Me: I see. Thats really early. So tell me more about who you live with. You said you live with
your grandma and relatives in the same house?
Thomas: Yeah. Well our floors are not connected, but we live in the same building. My
grandmother has a babysitter with her.
Me: You mean, a caretaker?
Thomas: Yeah [giggles], I mean caretaker. And then I have relatives who live upstairs.
Me: Do you see them everyday?

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Thomas: Not really. I see them more on the weekends, because usually when I go home Monday
to Thursdays, I need to eat dinner quickly, take a shower, and then go to bed.
Me: I see. So when do you go home?
Thomas: Well my dad picks me up from afterschool when he gets out of work. Maybe around 6.
Then we meet my mom at home. Usually we get home around the same time. Then my mom
makes dinner and then we eat around 7:20 and I start getting ready for bed after I finish. While
Im taking a shower, my mom lays out my clothes on the bed for me so I know what to wear in
the morning.
Me: That sounds like a really busy schedule. And you said your mom cooks? I find it really
amazing that she gets up so early in the morning and then still cooks for the family when she gets
home. Youre so lucky! She must really care for you. You should tell her thank you.
Thomas: Yeah.. I know.
Me: [giggle] Ok, thanks for sharing so much with me Thomas. I would love to learn more about
you as we go. Lets get back to the classroom.
Analysis
This was the first time Thomas and I sat down to have an extended one-on-one
conversation about his life outside of school. I was really glad that I used the picture of his
bedroom as a way to get to know his home life better.
I have known early on in this semester that Thomas is the only child in his family. It was
really interesting for Thomas to share with me that he currently sleeps in the same room as his
parents and that the reason he might get a bunk bed in his future room is so that his mom could
sleep with him. I noticed that in the beginning, Thomas seemed hesitant in sharing that piece of
information with me. He seemed to open up more after I shared with him my childhood
experiences of sleeping in a bunk bed. Im wondering if Thomas is the type of child that needs to
establish trusting relationships before revealing too much of himself.
Im also wondering if his living situation (i.e., living with relatives in the same building
and sleeping in the same room as his parents) and interaction with his parents (i.e., his parents
taking him to/from school and laying out his clothes for him) has any influence on his
dependence and independence. From my previous data pieces, I have noticed that Thomas is an
independent learner and thinker. It seems ironic that Thomas appears to be independent in school
but dependent at home. Im wondering how these pieces of puzzle fit together.
In this interview piece, I was also able to gather several additional information who he
lives with, where he lives, and a general picture of his daily routine. It seems that Thomas is very
close with his family, living with his grandmother and relatives in the same house. His parents
also seem very involved in his life by sending him off to school, picking him up, making him
breakfast, and cooking him dinner. Both of his parents work. He spends most of his time after
school in afterschool programs. I would like to learn more about his life outside of school and
potentially how that affects him as a learner.
As a teacher, I must not forget how a students home setting may affect them as a learner.
Firstly, having conversations about their life outside of school will bring me closer to the child

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and help to establish trusting relationships. Secondly, I must keep in mind that a students life
outside of school can affect his/her learning behaviors (i.e., independence/dependence). My CTs
were not happy about Thomas being late to school during the times when he experienced train
traffic. However, they did not know that Thomas commute in the morning takes an hour and that
his parents are doing their best to wake up early and bring him to school on-time. It is instances
like this that I should ask why questions and attempt to learn about the students life outside of
school. This might also explain why sometimes Thomas appear to be sleepy in the morning and
that it could potentially be from waking up earlier than his peers to get to school on time. These
are all important elements that make up a students life and I should be aware of these
influencing factors.

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Data Piece 8: The Book Fair Shopping Time! (11/2)


Data Specific Context
The school held a book fair on the week of November 2nd, 2015. It was held in the school
library and each class from the school were assigned a specific time during the week to attend it
(i.e., a specific period). Thomass class was assigned first period on November 5th, 2015 to attend
the book fair. Throughout the week, the teacher had reminded students to bring money for the
occasion. The library had been reorganized so that the original library shelves were covered in
plastic wrappers and all tables, chairs, rugs, and couches were moved. The temporary paper
scholastic bookshelves were set up in front of the original library bookshelves. As you entered
the library, the first thing you would see is the cashier that is to the right of the entrance. Next to
the cashier were two long tables full of stationary items for sale like pens, toys, stickers,
bookmarks, and posters. As you walked further in, the space was arranged so that students
shopped in a circle/loop. The book were sorted according to grade level and difficulty and it
included both fiction and non-fiction books.
On this morning, instead of unpacking and visiting their lockers as usual, students in Thomas
class were asked to put their backpack on their desk, take out the money they had brought for the
book fair, and line up. While students were lining up, the teacher asked the class, Who brought
money for the book fair? There were only three students who brought money and Thomas was
one of them. I thought this would be a good opportunity to observe Thomas. Before entering the
library, a book fair staff stood outside the hallway next to the line and gave them brief
instructions. The students were asked to sit outside the hallway once they have paid for their
books. Moreover, the staff member reminded the students that since its parent-teacher
conference day, students are welcome to come back to the fair with their parents if they didnt
any money with them right now.
Anecdotal Reflection
Halfway into the book fair, I turned my attention to Thomas. I noticed that he was
flipping through The Book With No Pictures by B.J. Novak that was sitting on a round table as
one of the display books. He was holding the folded ten-dollar bill in his left hand and flipping
through the book that was on the table with his right hand. I walked over and said, Oh! Thats a
great book. I was just reading it with Cindy! He responded, Yeah. (pause) How much is it? I
reminded him that the price of the books is written on the back cover of the book. He flipped the
book around to the back cover and said, I dont see it. Noticing that the price of the book was
indeed not listed, I bent over and asked, Can I see that for a second? He stood next to me as I
searched the price for him. When I found it on the inside of the front cover book sleeve, I pointed
to the dollar amount and said, Oh. Here! He read the price quietly to himself and said, Its
seventeen ninety-nine. I dont have enough. He didnt look at me as he was saying it and it
seemed like he was just telling himself that he doesnt have enough. As he was turning away
from the book, the teacher reminded the students that they have about ten minutes left and should
begin paying if they havent already done so. I noticed that as the teacher spoke, Thomas stood
still and listened. It seemed to have created a sense of urgency, because immediately after the
teacher finished talking, he started walking in a pretty fast pace to the back right corner of the
library. I followed him.
He stood in front of the fiction chapter books section and started scanning the books with
his eyes. A book seemed to have caught his attention and he reached over to pick up the book and
examined the front cover. After a few seconds, he put it back on the shelf and looked down to

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pick up another book. He read the skimmed the front and back cover and put it back down again.
He did that with a couple of books and it seemed like none of the books interested him. So I
asked, Thomas, what are you looking for? What books do you like? He shrugged without
looking at me and his eyes were still glancing over the book covers. It seemed like he was really
focused on his shopping and did not really need my help. He then leaned over to pick up a book
called My Big Fat Zombie Goldfish and started studying the cover really closely. He giggled as
he studied the front cover. I noticed the book had an illustration of a goldfish that funny-looking
eyes and teeth. Then he turned it to the back and seemed to be reading the synopsis. After about
ten seconds, he looked up at me and said, I want this one. It seemed that he had already read
the price, because when I asked him how much it was, he replied, Four dollars and ninety-nine
cents without looking. Then I said, Great! That looks like an interesting book. We only have a
couple of minutes left. Do you want to get something else? He stood still for a second and
suddenly walked around the corner again to the poster section. He put his book under his arm
with the cash still in his left hand and started flipping through the posters that was sitting in a
paper box on the floor. It seemed like this was something he saw earlier, because he was familiar
with the location of these posters. I wondered if he wanted to buy this earlier. Noticing that he
seemed to be navigating through the posters with difficulty, I offered to hold his book and money
for him. He handed it to me and immediately went back to looking through the posters. I put the
money inside the book to make sure I dont lose it.
As he was flipping, I noticed that these were movie posters of Star Wars. After about
thirty seconds, he picked out a poster and started pulling it out from the box. Since he picked out
pretty quickly, I wondered if this was a poster he had already saw earlier and wanted to buy.
After he pulled out the poster, I said, Oh cool. What is that? He ignored me question and said,
This is four dollars and seventy-five cents. Do I have enough money? He seemed to be very
aware of the price and money. I replied, Well the book is four dollars and ninety-nine cents so
yeah, I think you have enough. He seemed satisfied with his choice and when I handed him
back his book with the cash, he proceeded to the checkout line. I observed from afar as I was
curious to see how he handled the purchasing situation.
When the cashier lady in the front called him over, he stood there with the money, book,
and poster still in his hands. It seemed like he was a little nervous. When the lady said, Can I
scan that for you, he handed everything over to her and didnt seem to pay too much attention to
the cash that was stuck in the middle of the book. After the lady rang up the items, she said to
Thomas, Thats ten dollars and sixty cents, but you only have ten dollars. Thomas didnt say
anything, but seemed a little surprised. He turned around to look at me. He seemed composed but
a little anxious. I wasnt sure if that look meant he would like my help or if he was just surprised
that our calculations were wrong, or something else, but in any case, I started walking toward
him.
The lady continued saying, We can hold one of the things for you. Well write down
your name and when your parents come to school, they can pay for it. Thomas kept silent and
looked around. It seemed that he was unsure about what he wanted to do. I was wondering if he
understood the lady and so I asked him, Thomas, do you know why we cant buy both things?
He nodded and replied, Because of the tax. He seemed calm but slightly disappointed. I said,
Yes. Im sorry, but I forgot to include tax when we were calculating the price. So the lady is
saying that you can buy one thing now and she will keep the other one for you until your parents
come for the conference tonight. Do you want to do that? He nodded. The lady added, Youre

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only short of sixty cents. Thomas then turned to me and said in what seemed like hopeful tone
of voice, I think my parents will give me another dollar!
It seemed that after I had explained to him, he was able to evaluate the situation better
and felt more hopeful of being able to get the poster he wanted. Then I asked, So which one do
you want to buy now and which one do you want to keep here? He said, Ill get the book first.
When the cashier lady handed him back his change and receipt, he started counting the change
out loud saying, One dollar, two dollars, three dollars Another teacher interrupted him and
reminded me to sit outside after he is done paying. With his head still down and still counting his
bills and coins, he started walking out. I noticed that he had left the book on the table and said,
Thomas. Dont forget your book. He looked up at me, smiled, picked up the book and said,
Oops.
When we got outside into the hallway, he knelt down next to the bench and started
counting the change again. This time, he was able to finish counting all of his change. He said,
Look Miss Chang, I have four dollars and fifty seven cents! I responded, Cool! Make sure
you keep it somewhere safe! Several of his classmates huddled over and were interested in the
money he was holding. He then grabbed the change with one hand with the book and receipt in
the other and tried to stand up to get in line. As he did, he dropped the coins onto the floor, which
made a noticeable sound. The teacher, noticing this, said, Boy and girls, please make sure you
hold onto your money carefully and put it in a safe place when we get back in the classroom!
Analysis
It was really interesting for me to watch and gain a little bit of insight into Thomas
decision-making process during this book fair. Thomas seemed to demonstrate understanding of
monetary value by carefully calculating and asking me whether he had enough money to
purchase the items. Even though he seemed really intrigued by The Book With No Pictures, he
immediately walked away from it when he found out it was beyond the amount he was given to
spend. Even though the book fair staff had told the children earlier that they can still shop and
have their parents pay for it later on when they come for the parent-teacher conference, Thomas
did not seem to expect his parents to do so. Instead, he worked with the budget he had. He further
demonstrated that he paid attention to the book prices, because when I asked how much the book
and poster cost, he was able to give me an answer.
When the cashier lady told Thomas he didnt have enough money, he understood that it
was because he and I had forgotten to include the tax. He understood and accepted the terms
without showing signs of frustration of disappointment. He made the decision to leave the poster
and buy only the book. I felt that Thomas demonstrated maturity in this situation. He also
showed that he wanted to get good value out of the money he had by only choosing items that
interested him. Even with the time constraint, he took his time to read over the covers and the
synopsis. In my personal experience, I have known children who sometimes rushed to buy
something just to be able to spend the money instead of really negotiating internally for
something they really liked. Thus, I was quite surprised to see that Thomas really made sure his
money was well spent.
Even though Thomas expressed some understanding of money, it seemed that he wasnt
too familiar with using it. He appeared to be really excited when he got change back for his book
and began counting over and over again the money he had in his hands. I am wondering if he had
forgotten his book on the cashier counter because he was too excited with the money he was
holding. I am wondering how often he handled and used money on his own. I can imagine that as

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a child, I would also be really excited about handling money on my own. Moreover, Thomas also
seemed to struggle slightly with physically handling the money. He held the ten-dollar bill the
entire time during book shopping and had trouble holding both the book and the change along
with the receipt in his hands. At one point he also dropped the coins onto the floor.
I was also surprised to notice the lack of interaction he had with other children during the
book fair. I noticed that some children flipped through books together and shared with each other
what they found. They also sometimes shared their interest in particular books or series, stating
their desire to buy or have a certain book. However, it was interesting to see that Thomas was
relatively independent in his purchasing decisions. He did not seem particularly interested in
books that other students were reading or flipping through, nor did he ask anybody, including
me, about his buying decisions. It seemed that Thomas was able to decide for himself what
books he liked or disliked and what he wanted to buy. No other students in that class bought that
same book nor did any other students buy a poster.
As a teacher, I think it is important to keep in mind the different ways that children can
demonstrate their values, understandings, and maturity by observing a childs behavior both
inside and outside of the classroom. In this case, I was able to observe during the book fair ways
Thomas showed his understanding of money, his need to keep within his budget, how he handled
a situation that did not necessarily go his way, and his independence in making his buying
decisions.

Top Left: Thomas choosing his poster from the box on the floor. Top Right: Thomas counting his
change by the cashier while holding his receipt and leaving behind the book he purchased.

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Top Left: Thomas counting his change again outside of the library/book fair. Top Right: Thomas
and one of his classmates showing me their newly purchased book and change.

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Data Piece 9: Stop, Drop, Roll Fire Safety Demonstration (11/10)


Data Specific Context
There was a fire safety demonstration on November 10, 2015 at around 10:30am. A
firefighter came in to review fire safety for both at home and in school. During the first part of
the demonstration, the firefighter interacted with the children and during the second half he
showed them a video clip. The children had just finished their station work that morning when
the firefighter came in. Thomas was sitting with his hands folded and his desk cleared, ready for
the firefighter to begin his talk.
Anecdotal Reflection
A real firefighter entered our classroom that morning in a
blue uniform. He began the demonstration by introducing
himself. He said, I am XXX and I am a firefighter. Does
anybody know why we are called a firefighter these days
instead of a fireman? I noticed that Thomas body was faced
toward the front of the class.
As the firefighter spoke, his head was low and looking at
his apple. The firefighter continued and tells a story about a boy
who light his house on fire with matches. He continued by saying
that all it took was one match to light his house on fire and
because of this, 127 people had no place to live. The firefighter
said, But luckily, everyone got out in time and this is because they had one thing in their house.
What is it? Thomas raised his hand immediately and the firefighter calls on him. He answered,
smoke detector? with a rising intonation. Then firefighter compliments Thomas on his answer
and proceeded to showing them what a smoke detector alarm sounds like. Then he adds, But
sometimes, smoke detectors makes this sound. The smoke detector started to make a slow
beeping sound. Why does it make this sound? the firefighter asked. Thomas did not raise his
hand. Another student answered, Because its broken! Good guess, said the firefighter, but
no. Anybody else? Thomas raised his hand again and said, Because its out of battery. Yes.
Thats right, said the firefighter.
Over the next five minutes, they talked about exit signs. Then the fireman asked the class,
What do you do if your house is on fire? Thomas raised his hand. The fireman called on him
and he replied, Stop, drop, and roll! The firefighter gives a gentle laughter and said, When
your house if on fire, you get out of the house! When do you stop, drop, and roll? Thomas
corrects his own answer and says, When youre on fire Im wondering why Thomas appears
to know so much about fire safety. Where did he learn this? Did he learn it from home or at
school? If its in school, how come the other students do no appear to know as much as he does?
Then the firefighter went on explaining the importance of having a meeting place so that
in case you cannot find someone in your home, you can meet there. He added, If one person is
missing at the meeting place, you do not go back to the building. Only firefighters go back in,
because we wear protected gears to get in the building. The firefighter holds up a picture of a
man in a full firefighting gear. Right then, Thomas stood up from his seat and attempted to look
at the picture more closely. Thomas seemed unaware that he was standing up. He seemed to be
really interested in what the picture was showing. Seeing this, one of my CTs asked Thomas to
sit down.

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Above: Thomas standing up when the firefighter showed a picture of a firefighter in full gear.

Above: Thomas laughing out when watching the fire safety video.

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Top Left: Thomas sitting on his legs with his knees bent and his body forward (upright
childs pose). Top Right: Thomas extending his body upwards in the middle of watching the
movie.
In the second half of the demonstration, the children were all called to the rug to watch a
video on the smart board. Using songs and humor, the video showed the importance of fire safety
and reminded students to avoid the use of handling hazardous items like lighters and matches. I
noticed that whenever the talking smoke detector or the cartoon deputy marshal dressed up as a
super hero came on screen, Thomas would laugh out loud. Unlike what I usually observed,
Thomas appeared to be really focused while he was on the rug. He seemed to be paying really
close attention and seemed to really enjoy watching the video. Im wondering if it is the humor,
the type of media, and/or the subject of fire safety that is capturing Thomas attention. I also
noticed that Thomas was sitting in an upright childs pose position, which is on his legs with his
knees bent. Throughout the video, he sometimes rocked back and forth, side to side, or extended
his body upwards while his eyes were focused on the screen. Im wondering if this is similar to
what I saw in the math station where he might not be very aware of his physical presence.
After the fire safety demonstration, the students got ready for lunch. On our way to the
cafeteria, I have a brief conversation with Thomas.
Me: Why do you know so much about fire safety?
Thomas: I dont know. They play the same video every year and I just remember it.
Me: Oh they play it every year? But not all of your classmates knew the answer even thought
they watched it before too.

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Thomas: Well I just remember. And when the teacher said that the firefighter was coming this
week, I just started to remember what we talked about last year.
Me: Do you really like firefighters?
Thomas: Umm..not really. Maybe I would care if we had lights and matches at home, but we
dont.
Me: [giggles] I see.
Analysis
I found it interesting that Thomas knew so much about fire safety. From the postinterview, I learned that it is because he remembered from the years before the things they had
talked about. I am curious as to why, compared to his peers, Thomas seemed to know more and
recall more. I wonder if its because he has a really good memory. Or perhaps repetition helps
with his learning. I also noticed that he even though he has seen the video and watched the fire
safety demonstration in the past, he was not bored by it. Could it be that repetition could be
useful to him as a leaner?
I was also interested to see his participation level in this activity. As I have noted, prior to
the start of this demonstration, Thomas had cleared his desk quickly and was sitting upright at his
seat with his hands folded. This seemed out of the ordinary. I also noticed that during the talk,
Thomas raised his hands frequently, participating and giving his answers. His body posture
suggests to me that he was actively engaged (i.e., body facing the board and standing up when
the firefighter showed a picture of a firefighter in full gear). I wonder if he appears to be so
actively engaged because someone, an adult, who is not a teacher led the lesson and that lowered
his affective filter? Or could it be that this is a profession he highly respects? Thomas stated in
our post-demonstration chat that he didnt particularly like or cared about the firefighter/fire
safety subject. Im wondering why then, he seemed so interested during this activity?
Also, from talking to him after the activity, I noticed that was able to give many right
answers because he just remembered it. It seems that repetition could help with his learning
and memorization of facts. His response to the video further shows that he wasnt bored by a
video he has seen before. In fact, he appeared to be very entertained by the humor and songs. As
a teacher, I should be aware of students modes of thinking and learning and ways in which they
can stay actively engaged. It appears that for Thomas, comedy/humor, multimedia like a video,
and repetition can capture his attention and help with his learning. I may consider these factors in
supporting him in the classroom.

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Data Piece 10: Whats Your Favorite Subject? (11/12)


Data Specific Context
On November 12, 2015, I decided to interview Thomas again for the second time.
Thomas and I had a brief ten-minute conversation in the hallway during his independent reading
time in sixth period.
During this interview, I wanted to talk about his favorite subjects in school to learn more
about his interests and preferences. By now, I have observed him across different specials,
including art, music, science, and choice time (Note: Not all of these observations were turned
into data pieces). I was curious to learn about why certain subjects were his favorite and
hopefully be able to incorporate those modes of thinking and learning into our classroom.
When I approached Thomas, I asked him, Hi Thomas, sorry to interrupt, but can we
have a quick chat in the hallway? He was in the middle of reading his book when I went up to
him. I waited until he finished reading his sentence. He looked up and said, Are you going to
ask me a bunch of questions again? His tone of voice did seem to be sign of annoyance but
more like curiosity. I answered, Yes and giggled. When we got outside to the hallway, I asked
him, Do you find it weird and uncomfortable that Im asking you these questions? He
responded, No But why do you ask? I explained, Well, you know how I am a student
teacher? Im learning how to get to know my students better. I want to learn more about my
students so I can help them better. And I think it is important to hear what the students have to
say about his/her life in school and at home and thats why Im asking you these questions. But
dont worry. In my report, I gave you a fake name, Thomas, to protect your identity. While I
talked, he looked at me in the eye and seemed curious as to what I had to say. When I told him I
gave him a fake name, he giggled and seemed to find funny and interesting. Then I asked, Do
you have any questions for me? He thought for a second and said, No and smiled.
Anecdotal Reflection
The following is a brief interview about Thomas favorite subject in school.
Me: Im curious to learn more about your favorite class, activity, or subject in school. Do you
have a favorite class?
Thomas: [Thinks for a few seconds] I like art and technology class. I like going on the computer
and learn how to use it, because I might get my own computer someday.
Me: Get your own computer? What do you mean?
Thomas: Well, right now I only sometimes use my moms computer. But my parents said
maybe, when Im older, I can get my own computer.
Me: Oh, I thought you mentioned that on your birthday you guys played computer games. Was
that on a computer or like a play station?
Thomas: No. That was on my tablet. The tablet is mine. But thats not a computer.
Me: I see. So what do you like doing on the computer?

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Thomas: Well, I can play games, and have fun. I like playing brain pop games. And if my
parents let me, I like playing mine craft too.
Me: Do you parents let you use their computers at home?
Thomas: Not really. My parents actually dont really use computer when theyre at home. Their
computers dont have games anyway. My dad sometimes uses his computer when he has to do
work, but only sometimes. And when my moms using the computer, shes using on
Bloomingdales.
Me: [laughed out loud] Bloomingdales. Do you know what that is?
Thomas: Yeah. Thats where she shops. [smiles]
Me: How about art? You said you really liked art too? What do you like about it?
Thomas: Yeah. I think art is fun because I get to use different materials and make collages. I
really like painting and being creative.
Me: Remember how I joined your art class a couple weeks back? Hows that going? What are
you guys doing in art class now?
Thomas: We are creating landscapes using paint rollers. We use green paint rollers for grass and
blue for sky. And you remember the dwellings right? After we finish with the scenery painting,
we will turn the house into a printing plate and put it on the scenery.
Me: Do you get to do lots of art activities outside of school?
Thomas: Umm..not really. Sometimes I draw on the weekends and maybe color, but I dont get
to paint.
Me: I see. Well I hope we get to use more technology and art in the classroom. So I was also
hoping to talk a little about your goals and hopes for this year. Do you have any goals and hopes
as a third grader?
Thomas: Ummm [silent]
Me: Like maybe things you really want to learn and be good at. Or maybe things to you want to
accomplish?
Thomas: Ummm.. [silent]
Me: Thats okay. You can take your time to think about it and let me know if it ever comes to you
one day okay? Im here to help you and support you.
Thomas: Okay.

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Me: Thanks for sharing your interests with me. Now lets get back to the classroom.
Analysis
From this interview, I was able to learn directly that Thomas favorite subjects are art and
technology. I noticed that his favorite computer games, brain pop and mine craft, are games that
challenge the players thinking. Im wondering if Thomas really enjoys activities where he can
both play and learn. He also seemed to demonstrate maturity and understanding of his parents
use of computer he mentioned that neither really uses it at home, but sometimes his dad uses it
for work and his mom uses it for shopping.
From this interview, I also noticed that he needs his parents permission in both using the
computer and the games he could play. He also expressed his desire to getting a computer one
day, when he is older. Im wondering if his relationship with his parents demonstrates a sense of
constraint as seen in working class families as mentioned by Lareau (2003). It appears that there
is a clear distance between adults and child in his family. He seems to be respectful and content
of his parents decisions.
I also learned that he enjoys art class, because thats when he gets to be creative. He
mentioned he especially liked painting and referred to the tools and colors he used. I was
surprised at all the fancy words he used in describing his art class. He used technical words like
collage, paint rollers, dwellings, and printing plates. Im wondering if he was able to
recall and use these vocabulary words because he particularly enjoyed art? Im wondering how I
can help incorporate and encourage the use of art and creativity in our classroom to support his
learning. If I were to do so, would it motivate Thomas even more and perhaps help him learn
more advanced vocabulary words during the process?

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Data Piece 11: Literacy Life and Interview (11/17)


Data Specific Context
On November 17th, 2015, I pulled Thomas outside of the classroom for a brief ten-minute
interview on his literacy life. I have noticed during school that Thomas really enjoys reading. He
is a strong reader and always seems to be reading whenever he can. I also noticed that he finds it
hard to put down a book. For instance, after students are done with a task, they are usually asked
to read silently. However, when we transition into the next task, Thomas is almost certainly the
last one to transition as he is still reading and very focused on what he is reading. Im curious to
learn more about how he feels about reading and his interests and preferences.
This interview is based on questions our literacy professor has given us. Although this
interview is made for our literacy project, I have gathered information about his reading interests
and home life that I feel is important to incorporate as piece of data. During their independent
reading in sixth period, I asked Thomas to join me in the hallway for a quick chat.
Anecdotal Reflection
The following is a conversation we had about his literacy life.
Me: So today, Im going to ask you some questions about reading. Theres no right or wrong
answer. Im just curious to learn about you as a reader. Would it be okay if I asked you some
questions? (He nodded) So I was wondering why you think people read.
Thomas: Well, I think people read because its entertaining and fun and maybe to learn
something too.
Me: So how do you decide which books you read?
Thomas: Well, I mostly look at the cover and the title. I find books that look entertaining. And
sometimes I also read so I can learn things. Like the book I showed you last time? It teaches me
about words and spelling and its entertaining (Thomas is referring to the book Clarice Bean
Spells Trouble by Lauren Child This book talks about a character called Clarice who is curious
about why words are spelled the way they are and incorporates a lot of humor (e.g., why you
isnt spelled U and why photo isnt spelled with an f)).
Me: Oh yeah, I remember you showing me that book. It was about the girl and the spelling and
how she gets in trouble a lot. (He nods with a smile).
So, what types of books do you enjoy reading the most? Like fiction, fantasy, realistic fiction,
biography, non-fiction?
Thomas: I mostly like fiction or fantasy because they are more fun to read. I like to imagine it in
my head. But sometimes, I also like non-fiction because they teach me a lot of things.
Me: I noticed last time at the book fair you bought a book about a zombie goldfish (i.e., a fantasy
fiction book). How did you decide on getting that book? What made you decide to get that book?

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Thomas: I mostly just looked at the cover and the title. It looked interesting and they mixed
zombie and goldfish, which I think is funny. Sometimes I also read the back and it tells me what
the book is about.
Me: I see. And how much reading do you do at home?
Thomas: Well, actually not much. I dont have time. When I get home I need to eat dinner and
get ready for bed, so I dont really have time.
Me: Oh I see. So does that mean you read after school during afterschool program?
Thomas: Yeah sometimes. Sometimes I read during afterschool when we move to the classroom.
But not always.
Me: So what do you guys do during after school then?
Thomas: We do our homework. We eat our snacks in the cafeteria. Then they teach us math. And
yeah, sometimes we read.
Me: I see. And do your parents read to you before bed?
Thomas: No.
Me: So how can I help you become an even better reader? Like what would you like help with?
Thomas: Um..let me think. [Thomas thinks for a whole minute]
Me: Well, no pressure, you can take your time. And if you dont feel like there is anything, you
can say that too.
Thomas: I think maybe.maybe I need to learn more strategies. Like sometimes I read books
that have words I dont know. And sometimes I read books that are too hard for me and I get a
little confused.
Me: Tell me more. What do you get confused about?
Thomas: Well, sometimes the books I get are long. And sometimes there are a lot of characters
and things happening and Im not always sure whats going on.
Me: Have you been shopping for books that are on your level?
Thomas: Um..I think so, but I dont always check.
Me: Okay, thanks for sharing so much with me today. Lets get back to the classroom so you
have some time to read.

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Analysis
In this literacy interview I noticed that Thomas is very eloquent in his thoughts and
decision-making process. He was able to verbalize reasons why he decides what books interests
him. Furthermore, he was able to analyze his reading patterns and identify some weaknesses that
he would like for me to help him with. I noticed his use and understanding of vocabulary words
like entertain/entertaining and technical words like strategy and fantasy to describe his
reading preferences. In other words, I feel that Thomas seemed to be very aware of his interests
and preferences. Interesting illustrations and titles on the cover also seems to capture Thomas
attention. He seems to enjoy reading fiction books that allows room for imagination and
creativity.
Also, through this interview, I learned that Thomas does not get a chance to read outside
of school very often. This could potentially explain why he seems to enjoy reading so much in
school. Im wondering how hes able to complete the reading logs if he doesnt have time to read
outside of school. I have also learned what he does during his afterschool program. As a teacher,
Im also wondering how I can set realistic expectations of when and how students read outside of
school and support them to read more if theyre not given enough time to do so. Sometimes I
think that being a teacher, we imagine that a child has the entire afternoon to do all the
homework that we ask and forget that they might have other arrangements and afterschool
activities. For instance, my CTs get really upset when students dont log their readings. This is
based on the assumption that all students have the time and are doing the actual reading. I cant
help but wonder whether students sometimes fill in the log and have their parents sign it without
actually reading just to meet the teachers expectations. This is an unhealthy way of pressuring
children into reading. If that is the case, I think it is my responsibility as the teacher to find other
ways to support my students in developing a healthier and more routine reading habit. For
instance, I may have to communicate with parents and afterschool programs and letting them
know the importance of reading. I would like to encourage them to build in at least 20 to 30
minutes of reading time to foster their literacy life. I may also need to look for ways to help
students like Thomas to gain more reading time in class.

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Data Piece 12: Field Trip Part I The Bus Ride (11/19)
Data Specific Context
The class went on a fieldtrip to the Brooklyn Childrens Museum on November 19th,
2015. Prior to the fieldtrip, each student had to have a guardian sign a consent form, which all
students turned in. The students were asked to bring a lunch that day, because they will not be in
school to have the cafeteria lunch. The trip was scheduled to go from 10am till 1pm. On that day,
there were three parents, a para, two CTs, and myself as the adults on the trip. It was nearly a
three to one ratio of adults to children. Since the children will be having their lunch in the
classroom after they returned from the trip, students were asked only bring a jacket with them.
As we were walking downstairs to the front entrance of the school, I asked Thomas if I could
join him on the bus and sit together with him. He agreed. I thought this would be a good
opportunity for us to have intimate conversations. I did not carry a notebook or jot notes during
the bus ride as I did not want to make Thomas feel uncomfortable. The following anecdote may
lack specific details (e.g., the train stops he mentions and the dishes his mom cooks) as I do not
remember exactly what Thomas said.
Anecdotal Reflection
While I was leading the group of students downstairs to the front entrance of the school I
noticed that Thomas stayed close by my side. He seemed happy that I asked if I could sit with
him on the bus. When we got on the bus, Thomas was in front of me and he chose a seat in one
of the very back few rows. When we sat down, I asked him if he rode in a car or on the bus often.
He replied, Yeah. I take the bus everyday to school. I reminded him and the children near me
to buckle their seatbelts. Thomas fastened the seatbelt himself and pulled it tight. I noticed that it
was a little too tight and I told him, Look, you can adjust your seatbelt like this. I showed him
how to pull the seat belt tight and loose. Just then, a few other children sitting near us started
talking to me. After a minute or two, Thomas looked at my seatbelt and said, How did you say I
can adjust it again? I showed it to him again and this time, more slowly. My movement seemed
to fascinate him and copied me and said, Ohhhh.cool!
As the bus started moving, I asked him to tell me more about his commute since he had
just mentioned he took the bus everyday. He said that every morning, him and his mom walked
down their block to take the bus. Using his hands, he showed me that there are three different bus
stops at that corner and depending on time, they chose the one that came the fastest. For the next
five minutes, he describe in detail the bus and train he took, including the number of stops,
names of the stops, and the transfers they made. [Since I did not take notes while we were
talking, I do not remember exactly the bus numbers and trains he mentioned] I noticed that
Thomas was really familiar with the subway and transportation system, indicating all the
possible routes they could go on. He then asked me, Remember that one time I was really late to
school? Well the train skipped our stop and my mom and I had to walk almost 40 minutes to get
to school. I responded, What? 40 minutes of walking is a long time!! YeahI was so tired
that day but my mom helped me carry my backpack. Im sorry to hear that Thomas, I said. He
then asked me, What train is near your house? I said, The 1 train and E train is close to me
but I usually walk another avenue over to take the F train. Hearing this, he paused for a second
and said, You know, you can take the B and D train too. You go to Grand Street and you can just
walk from there. at how well he knows the subway system, I chuckled and said, Thanks for the
suggestion. Ill think about it.

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You know, I met your dad on parent-teacher conference night? I asked. Yeah, he told
me, Thomas responded. Your dad said you guys recently moved to Brooklyn, but because you
really like this school, they decided to keep you there until you finish elementary school. Why do
you really like this school? I asked. Thomas stared out the window and didnt respond for a few
seconds. I dont know. I just like it. I have friends in this school and I know the people from
afterschool (program). Im wondering if familiarity is important for Thomas and his learning.
I then initiated a new conversation about his family life. I said, You mentioned that
mommy cooks every night. What do you usually have for dinner? He then went on listing a
number of gourmet dishes, some of which even Im familiar with. You know, youre really
lucky to eat such healthy and delicious food every night. Even I dont get to eat that well, you
know? You should be really thankful that mommy cooks every night for you after a long day of
work. He said, Yeah, I know. She works really hard. I thanked her in the mothers day card I
wrote her. I smiled. I noticed that Thomas was looking out at the window while he was talking
to me. Im wondering if sitting side-by-side instead of face-to-face has any effect on him opening
up to me.
So what are you doing for Thanksgiving break Thomas? Do you and your family
celebrate Thanksgiving? I asked. He said, Were going to Atlantic City with my uncle, my
cousin, and some family friends. We are going to go swimming. Swimming? I didnt know you
can swim in Atlantic City. Thats awesome. What else are you guys going to do, do you know?
He replied, Umm..Im not sure. I think Ill be playing with my cousin, Eric and my friend
Kristy. Mom and Dad will probably go shopping. What are you doing for Thanksgiving?
Surprised that he was curious about how I would spend my Thanksgiving, I said, Oh. I dont
know yet. I might also meet up with my cousin. I was feeling excited that he was starting to ask
me questions to getting to know me. How are you getting to Atlantic City, I asked. He said,
Driving. I think its like a few hours drive to New Jersey.
In our last conversation before arriving at
the museum, we talked about whether he has been
to this museum before. He said his dad has brought
him there and they have a really cool water fall
thingy and a big sandbox. He explained that his
dad took him and his cousin there once before. I
remember feeling surprised at how much he
remembers about the places he has been and what
he has seen.
Analysis
On this bus ride, I learned that Thomas has a
strong understanding of places and locations. He
understood the subway system well and was able to
articulate exactly the different possible routes he
could take each morning, depending on traffic and
the situation. He seems to have a strong sense of
spatial contextual awareness. He was able to recall
the places he has been (e.g., the museum and what
he saw) and also state where he is going for

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Thanksgiving (e.g., Atlantic City in New Jersey and that it was a few hours drive away). From
my previous data, I have noticed that sometimes Thomas seemed unaware of his physical
presence and of his surroundings. Thus, its puzzling for me to see that he is very aware of
geographical locations and the things he has seen before. Could the analysis from previous
observations be wrong? Or does Thomas react differently in different situations? I feel that I
definitely need more data to be able to decide more clearly.
From this conversation, I was also able to learn more about his family and his home life.
His parents seem to invest a lot of time and energy into Thomas life by cooking him healthy and
delicious meals and by taking him to school all the way from Bensonhurst each morning. His
family also communicates with Thomas by letting him know their plans for Thanksgiving break.
Thomas is aware of where they are going, what they are going to do, and how they will be
getting there. Im wondering what kind of interactions he has with his parents. Im curious to
learn about how they communicate and what they talk about.
Lastly, Thomas seemed to also be a curious learner in not just the classroom, but also
outside of the classroom. A small thing like fastening the seat belt was something that he was
interested in learning more about. After briefly explaining to him how to loosen the seat belt, I
noticed that he continued that thought for a few minutes before asking me again how to do it.
When I showed it to him again, he showed signs of interest by saying Ohhhhcool!
As a teacher I find that these bits and pieces of information is all really valuable. First, I
believe that having conversations outside of the school context can allow me to learn a lot about
my student. I should take opportunities, such as field trips and special events, to engage in
conversations with my students. I find that often their affective filters are lower in these
situations and will be open to sharing more information about themselves with me. This
information may sometimes contradict what I see in the classroom. For instance, from the times I
observed Thomas inside the classroom, I sometimes get the feeling that he is unaware of his
physical presence and his surroundings. However, from our conversation on the bus, I realized
that he is actually very aware of geographical locations. His seemingly strong sense of spatial
contextual awareness is making me reconsider some of the assumptions I have made about him.

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Data Piece 13: Field Trip Part II Lets Explore! (11/19)


Data Specific Context
When the class arrived at the Brooklyn Childrens Museum on November 19th, 2015, the
students were asked to form their own groups. Thomas was invited by Justins mother to join his
group. Two other female students in the class asked if they could be in my group and thus we
formed a group of four children and two adults. The students were not asked to complete any
tasks or worksheets. They were simply asked to explore the museum. The teacher had arranged
for the students to participate in an art workshop led by one of the museum personnel. We were
given an hour to explore the museum and asked to meet for the art workshop at the front entrance
of the museum at 11:15am.
Anecdotal Reflection
When we first began exploring the museum, Thomas seemed eager to show me the
waterfall that he had mentioned on the bus. It was a tunnel that ran a water exhibit. Thomas
pointed at the tunnel and said, Look! Thats the waterfall. When he ran towards the tunnel, the
rest of the children followed. I noticed that Thomas seemed to be taking the lead. He didnt seem
to pay much attention to the rest of the group and where we were going. As we followed him
down through the tunnel, we reached the lower level of the museum and made a right turn.
At the aquatic section of the museum, Thomas approached a fish tank. Two other students
followed him. He pointed at the tank and said, Wow sea urchin! Thats a hermit crab. His
group members pointed too and joined in by saying, Yeah! It looks so spiky (referring to the sea
urchin. Then I noticed he looked up at the tank and examined the signs closely. He seemed to be
reading about what aquatic animals were in the tank. While he was still reading, the rest of the
group had already moved on. I stood next to him while he read. Without looking at me, he said,
You know, you can eat sea urchin. Ive had it a restaurant before. Its called uni. As I was just
about to make a comment, he ran off to the canoe with the rest of the children are now playing.
The children were pretending they had to row the canoe. Thomas took a few seconds to look at
what they were doing and ran around the canoe to the very back. He knelt down on the floor and
leaned against the back of the canoe. Then he said in playful tone of voice, AhhhIm
drowning! But good thing I can swim! The other children looked at him and started laughing.
As we continued exploring, I noticed that Thomas often observed things on his own.
Even as we crossed paths with other groups in our class, he did not appear to engage in a
conversation with them. While looking at exhibits, he usually looks at it for less than a minute
before moving onto the next one. When we got to the room with the reptiles and birds, I noticed
that he was standing in the back corner of the room, facing a wall. It was in a dark corner with a
seasons-exhibit that nobody else seemed to have noticed except for him. On the wall, there was a
knob and next to it, on the wall, it showed what the different seasons looked like. I noticed that
he was moving the knob back and forth very quickly and reading the plaque thats on the wall.
When I approached him, he turned to me and asked, How does this work? Nothing happens. I
read the signs more carefully and attempted to turn the knob myself. I said to Thomas, It shows
the change of seasons when you turn it. Like this. I turned it once. The wall suddenly rotated to
show the winter season. I added, You were moving the knob so quickly you didnt give it a
chance to change. He replied, Oh He tried it once himself then he walked away. Im
wondering what it was about this season exhibit that captured his attention, because it did not
seem like the obvious choice given it was in the back corner of the room.

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In the next few rooms, I noticed that Thomas navigated through the exhibits pretty
quickly. He would sometimes run and come to a quick stop. His running motion suggests to me
his excitement. I noticed that there were two exhibits that seemed to have captured his attention
for longer periods of time. Both of which are things that asked children to build something. The
first one was a station where kids could build their own insects using the different body parts
made out of rubber. The second was building a garden using wooden blocks. While building the
insects, I noticed he interacted more with his peers. He asked to borrow pieces and showed what
he built to Justin. Together, they acted out a scene with the insects and laughed.

Top Left: Thomas observing the fish tank closely and pointing out what he sees. Top Right:
Thomas and his group on a canoe. Thomas is pretending like hes drowning by kneeling on the
back corner of the canoe.

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Top Left: Thomas building insects using the different rubber parts. Top Right: Thomas building a
garden using wooden blocks.
During the art workshop, students were asked to make stamps. Each student was given a
piece of styrofoam and asked to engrave a symbol using a white colored pencil. They were given
a choice to create their own or refer to a symbols guide that was printed out on paper. Thomas sat
in the back table with three of his classmates, including Justin. He seemed to be paying close
attention while the staff member explained the instructions. When the children started designing
their stamps, I noticed that, unlike most of the students in the class, Thomas did not use the
symbols that was given to him. Instead, he created his own. He engraved a picture of a stick
figure in water. I asked him what that meant and he said, Its a boy who really likes to swim.
Each table was given three different colored ink pads. I noticed that Thomas played around with
the colors and created a black print, a green print, and a black and green print. He said, Miss
Chang, look! This is a mix colored one. I think that looks great. I like how you used the
colors, I replied. During the process, the staff member encouraged students to exchange stamps
and include different patterns on their canvas. Im wondering if Thomas heard that, because I
noticed he did not ask anyone to exchange stamps with him.
When the workshop ended, I noticed that Thomas was observing his artwork carefully.
He turned to me and in a soft voice said, Actually, I wish I didnt mix the colors (referring to the
black-green print he made). It looks kind of dirty. I dont think so. I think its a cool use of
color, I responded. He didnt reply me and continued looking at the artwork he was holding. I
was curious to see that he was reflecting on his own artwork and thinking about the color choices
he made.

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Top Left: Thomas sitting in the back corner of the room during the art workshop. Top Right:
Thomas carving his stamp.

Top Left: Thomas stamp engravings of a stick figure in water. Top Right: Thomas final piece of
artwork.

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Above: Thomas examining his artwork carefully as we were exiting the workshop.
Analysis
In part two of the field trip, I was able to observe how Thomas interacted with other
children while we were exploring the museum. I noticed that Thomas did not seem to be
particularly interactive with other children and often led his explorations on his own. This is
consistent with his independence as seen in other pieces of data.
I also was able to learn his modes of thinking and learning. I noticed that often took the
time to read the signs and plaques to learn more about what he was looking at. I get the sense
that Thomas is a curious learner. He asked questions about how things worked (e.g., season
display). He also seemed to enjoy exhibits that allowed children to be more hands-on (e.g.,
season display with the knob, building insects, and building a garden) and he appeared more
focus and spent more time in those stations. This suggests to me that he is a tactile learner.
Thomas also seemed to enjoy being creative by building and creating things. Instead of
relying on existing templates for the stamps, Thomas decided to create his own. He stamped his
patterns diagonally across the page, as if it was a thoughtful decision to do so. He explored the
different use of color and even reflected on his own artwork. After the workshop, he continued to
examine the color combination of his art piece and made a remark about how he thought the mix
of green and black made it look dirty. He seems to be a thoughtful and creative learner.

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