Gina Harris

9/11/07

I primarily work with the same two students during their reading time. Today I worked with the boy. We sat in the hallway and I could tell he was anxious to read. I gave him a reading evaluation. He did very well. He reads below his grade level, but I noticed he did not feel intimidated by the test. He completed all the levels, with worse results as he read a little more difficult material. He never became discouraged or reached the frustration level. He was relaxed and focused in the beginning (the evaluation lasted 45 min.) but gradually became restless as time went on. However, I also became restless because we were sitting on a hard floor in a hallway full of activity. He completed the test and felt very confident. When we returned to the noisy, active classroom, I noticed he was being pretty disruptive himself. I don't know if it was because he was falling in with crowd or he just felt really good about himself. As I was filling in charts on his evaluation sheet, the teacher was trying to line the students up for library. They were wild and she tried several methods to calm them down. I noticed positive reinforcement, Reiterating line-up rules and finally practicing lining up procedures. Nothing worked and the class missed library. She never seemed to get too flustered and I am trying to figure out her classroom management skill she is trying to incorporate.