Class Profile Reflection

Michelle DaSilva
210753424
Amie Tolton
EDUC 2000
Tuesday, February 24th, 2015

For my elementary placement I was placed in a split grade 7/8 class at Guardian Angels
Catholic Elementary school in Brampton. The majority of class was made up of grade 7s and the
rest (approximately 10) were grade 8s. When I first met my teacher and asked about the class, the
first thing she told me was that the grade 8s were a lower level group of students, but could
produce high level work if they chose to do so, with the exception of a select few. She then
continued by stating that the grade 7s on the other hand were academically strong. My priority in
this class was to help out the grade 8s, specifically 3 students. Their pseudo names were Ash,
Misty and May. I found that the Class Profile was a great deal of help as it was resource that I
could always look back to in case I had a road block with a student. I found that the Class Profile
really helped me diagnose problems with the students and in turn showed me various ways of
how to help solve them, allowing my students to benefit academically by diagnosing their
individual needs based on their interests and learning needs. Finally, the Class Profile also
allowed me to share various strategies with my students so that they can continue on helping
themselves after I left.
To begin with, the class profile was a good form of guidance that helped me diagnose
problems. This was extremely evident with Ash. He was probably my biggest challenge as he
refused to use his IEP out of fear that he was going to be teased since he would look different
than the other students. His IEP was for time management and writing, as he would easily get
distracted or frustrated. Due to the fact that he was not with his friends and was in a split, he
would always throw a tantrum, yelling I hate this school/class!, when he would get in trouble
or if something did not go his way. I assumed that frustration and anger was the main issue that
was interfering with his school work, as the teacher stated that he would never hand in his
assignments. The first couple of days that I worked with him I would constantly check up on him

and ask if he needed any help, he would answer angrily I hate this work! As I worked with him
more, I began to realise that it was because he was frustrated and did not understand the work
that was leading to his anger. I then referred to the Plan B sheet to help me help Ash as the
problem was identified. I began to talk to him about his interests and where he would prefer to
work if it is too distracting in here. I also offered if he would like me to write down his answers
because I knew after a few discussions that he did know the material he just never wanted to
write it down. I made this concern known to him. He told me that he did not want me to write but
preferred to type things out instead. I was glad that he was beginning to open up with me about
his issue, especially since the teacher had told me that he never admits that he needs help.
Towards the end of my practicum I decided to create a Geography assignment where they had to
create their own city and write up a report. I made sure to allow computer lab time in order to
accommodate the students, especially Ash. He later handed in his assignment and received a
level 3+.
Finally, the Class Profile helped me find strategies that specifically catered to my
students unsolved problems or individual needs, of which they could continue to use. For
example, the other two students, Misty and May, main issue was motivation and self-confidence.
The first thing I did was talk to them about their interests. I could easily relate to both as they
both came from Portuguese families and were from the same area in Portugal. I could
specifically relate to Misty because at her age I had the same taste in music and style as she does.
I then realised that both Misty and May were kinesthetic and visual learners, therefore when I
worked with them I decided to use a lot of chart paper, pictures and other visuals. I also tried to
relate my examples to their interests which helped them remain engaged. Both students did not
hand in an assignment one day so I referred to my Plan B sheet and used the Empathy step,

asking them why they did not hand it in. Both said they did not care and did not feel like doing it
so I proceeded to state my concern, allowing them to know that with me they work well and they
should try because they do not deserve an Incomplete. May then stated that they did not
understand what they had to do. Together we brainstormed some time management solutions as
well as resources they can use to help them if need be such as graphic organizers, and asking the
teacher or a peer for clarification. They continued to use these strategies throughout the time I
was there once they realised it benefit them. These resources and strategies can now be carried
on with them throughout their academic career, allowing them to benefit positively.