Amber Pantaleo 1/29/14

Managing the Learning Environment

Describe the context/situation: Student A is taking a photography class, and often has to go into the dark room to
prep his camera or develop pictures. In the dark room, the student feels uncomfortable with the low level of visibility
and will either have to leave the environment before he finishes his activity or takes a long amount of time to complete
an activity, putting him behind on his project.
Operational Definition: When feeling uncomfortable in the dark room, Student A will use 1 of the three strategies
available to him in order to recollect his confidence and concentration on his photography work, in order to complete
the activity in a timely manner i.e. before the period is over, leaving time for additional steps!activities in the project,
etc.". #or each opportunity in the dark room, Student A will have $ chances to recollect his confidence and
concentration, without ever having to leave the dark room for reasons of feeling uncomfortable because of limited
visibility levels.
Baseline Data:
%ate &ime
spent in
dark
room
'(perience in dark room)
*In each e(perience, as soon as we enter the dark room we wait a short
time to let our eyes adjust, as well as use our hands to recogni+e and talk
about our surroundings.
,haracteristics of
environment
1!--!1
.
About
$/
seconds
Student immediately felt uncomfortable with the darkness and
had to e(it the dark room
Student needed me to find!open the doors
#ew dimmed
lights along two
walls of the
room
0ther students
present
1!--!1
.
1
minutes
Student was able to stand in the room to try and let his eyes
adjust
&eacher2s aid did the student2s activity for him
Student stayed by the entrance to the dark room, and did not
follow the aid to participate in his camera activity.
Student e(pressed that he needed to e(it the dark room
Student needed guidance to e(it the room.
#ew dimmed
lights along two
walls of the
room
0ther students
present
1!--!1
.
3
minutes
&eacher and I pointed out objects in the room, Student said he
could only see 1 out of the 1 objects
Student was encouraged to use his hands and feel the objects
near him i.e. door, wall, table, etc.". 4e seemed to feel a little
more comfortable when talking out his surroundings
Student was able to stay in the dark room until the period ended
Student was able to find the e(it and doorknob without
assistance
Student said, 5I2m not sure this class is going to work out.6
Student e(pressed that the room was too dark and he could not
see
#ew dimmed
lights along two
walls of the
room
0ther students
present
1!-. 1 7
minutes
Student was able to clearly see the tape and a better outline of
the room
When asked if he can see certain items in the room, student was
able to recogni+e all but, one object.
Student was able to venture to the other side of the room, and
#ew dimmed
lights along two
walls of the
room.
8low in the
[Type text] [Type text] [Type text]
visited each station in the room. 4e was able to use his hands to
increase his understanding and confidence of the room
Student e(pressed that the tape helped him feel more
comfortable, and suggested putting tape on the floor too
After e(ploring the room, student was able to e(it the room
without assistance.
dark tape was
added to the
walls!outline of
the room. &he
tape was
placed a little
above eye
level.
9o other
students
present
1!-. :
minutes
Student entered the room to develop his picture
Able to walk to developing station, reset timer, and read the
directions above the station
Student needed assistance to find the tongs because of the low
visibility
Student began to feel uncomfortable by the darkness and the
fumes
Student recollected himself by stepping back from the station
and focusing on something he could see
Student struggled with the ne(t task, removing the photo paper
from his camera" because of the low visibility. Student began to
feel discouraged and rushed
&he bell rang signaling the end of the period before the student
could finish the activity
Student said, 5&his is discouraging.6
Student was able to successfully e(it the dark room without
assistance
#ew dimmed
lights along two
walls of the
room.
8low in the
dark tape
added to the
walls!outline of
the room. &he
tape was
placed a little
above eye
level.
8low tape was
beginning to
dull
9o other
students
present
Proposed intervention:
-Desired outcomes or expectations: As a result of this intervention, I hope the student will eventually
become more comfortable doing work in the dark room. 0ne of the comments the student said to me after his first
e(perience in the dark room is that he wasn2t sure if the photography class would work out for him. I hope that through
this intervention, the student will be able to finish the course and participate in activities involving the dark room. I will
directly communicate the plan and intervention strategies to the student and let him know I believe he can successfully
work in the dark room.
When feeling uncomfortable in the dark room, Student A will recollect his confidence and concentration on his
photography work by using one of the three strategies available to him, which include)
1. ;ring the glow and the dark tape into the dark room.
**&he student will be able to put the tape on his shoes, hands pressed lightly", or on an
object he can carry into the room<whichever the student prefers.
-. &ake a short break in the dark room", take three deep breaths and silently count to 1/ before returning to
photography work.
$. =se hands to feel around the area, and talk out loud objects that are felt or seen.
**>oint out easily visible objects to the student.
#or each e(perience in the dark room, Student A will have $ opportunities to recollect his confidence and
concentration, without ever having to leave the dark room for reasons of feeling uncomfortable because of limited
visibility levels. If the student needs more than $ opportunities to regain confidence and concentration, it may interfere
Amber Pantaleo 1/29/14
with him finishing his photography work in a timely manner.
-ntecedent strategies: In order to prevent feelings of comfortableness, glow in the dark duct tape will be
place around the dark room. &he tape will help outline the room for the student to see, as well as provide a little more
light in the room. ;efore the student enters the dark room, I will remind him about the strategies to use if he ever feels
uncomfortable, as well as talk out what we are going to do once we enter the dark room, i.e. stand in one spot and let
our eyes adjust, use hands to feel around the room, etc.". As soon as we enter the dark room we will wait for 1?-
minutes to let our eyes adjust. In addition, we will feel around our surroundings and talk about what we see!feel<if
necessary.
-!onse"uence strategies: &he student will receive verbal praise as a result of successfully working in the
dark room. If the student ever has to leave the room or does not finish his work because he feels uncomfortable in the
dark room, I will encourage him to try again. When working with the student, I will use verbal encouragement and point
out any accomplishments from his e(perience in the dark room. &he student enjoys creating photography and wants to
be successful in the class, so he will be positively reinforced to stay in the dark room when he is able to successfully
complete his photography work.
Data collection: #or each e(perience in the dark room I will take data. I will record which and how many
strategies the student has to use per e(perience. I will also take data on whether or not the student is able to complete
his work in a timely manner i.e. leaving enough time for the ne(t step to his project, finishing before the period ends,
etc.", when he feels uncomfortable from the low visibility. I will organi+e this data into a table and graph his
performance.
D#:
%ate Strategy 1 Strategy - Strategy $ Was student able
to stay in dark
room!finish
activity@
%id student
reAuire
assistance@
1!$/ B BB B 90 90
1!$/ BB B 90 C'S
1!$/ BB C'S 90
1!$1 B B 90 C'S
1!$1 BB C'S 90
-!$ BB B C'S 90
-!$ BBB B 90 C'S
-!. B C'S 90
-!. B C'S 90
-!1/ B C'S 90
-!1/ B C'S 90
-!1/ C'S 90
-!1/ C'S 90
-!1/ C'S 90
$!D C'S C'S
$!D C'S 90
$!D C'S 90
[Type text] [Type text] [Type text]
$!1- C'S 90
$!1- C'S 90
$!1- C'S 90
$!13 C'S 90
$!13 C'S 90
$!13 C'S 90