Running head: ARTIFACT AND REFLECTION INTASC STANDARD 2

Artifact and Reflection INTASC Standard 2

Camryn Huffman

Ivy Tech Community College

ARTIFACT AND REFLECTION INTASC STANDARD 2
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Artifact and Reflection INTASC Standard 2

EDUC 101 Observation 3

Narrative Observation Form

For Observation 3, you must complete two 30-minute observations, each of a

different student in a classroom environment. You need to describe the situation,
the students behavior, and give your interpretation of the behavior. You must
describe and interpret the students behavior every five minutes of the
30- minute period (minimum of five descriptions and interpretations). You
must also provide a final overview of your thoughts and reflections on what you
observed.

One of your observations should focus on a student with some type of special
need and one should focus on a student without special needs. If you are placed
in a special education classroom, you may need to make arrangements to trade
classrooms with one of your classmates temporarily in order to observe a student
without special needs.

Student Observer ________Camryn Huffman_________

Child Observed (first name or initials only) _________J.W._____________

Childs Grade _____K_______

Special Needs ____Autism_____

Setting of Observation __Classroom_

Date _______9/12/16_________________ Time Started ____8:40__ Time Ended _9:10_

Time Situation Description of Interpretation

Behavior
8:40 Checking reading No emotion He has done this
level before.
8:45 Reading Mad He wants to sit on
the carpet with the
class, not do this.
8:50 Reading faster Eager He is ready to be
done.
8:55 Gets to higher level Prideful He is impressing
me and he knows
it.
9:00 He is getting bored bored He knows these
words and doesnt
understand why he
has to read them to
me.
9:05 Starts struggling Frustration He is getting tired
with words of this.
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9:10 He missed five in a No emotion He is finished and

row gets to go sit with
the rest of the
class.

Final interpretation (overall thoughts and reflections):

J.W. is a very smart boy. He can read at almost a fifth grade level. He just does not
know how to act. That is why he is stuck in kindergarten; academically, he doesnt
belong here. Once he leans how to follow directions and control his emotions, he will
be great.

Student Observer ___________Camryn Huffman___________________

Child Observed (first name or initials only) ______A.E.________________

Childs Grade _____Kindergarten_______

Special Needs ____None___________________________________

Setting of Observation _______Classroom_______

Date ________9/19/16________________ Time Started ____9:00________

Time Ended ______9:30________

Time Situation Description of Interpretation

Behavior
9:00 Reading an easy Calm She is confident in
book her reading.
9:05 Doing fine with the Calm She knows what
words she is doing.
9:10 Continues on in the Calm She hasnt
book struggled upon any
words she doesnt
know.
9:15 Switch to a harder Calm She is fine with
book switching books.
9:20 Starts reading Calm She starts out fine
with her reading.
9:25 Struggles upon Frustrated She doesnt know
words she doesnt the words.
know
9:30 Mrs. Feaster helps Frustration is dying She is fine with a
her to sound the down little help.
words out
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Final interpretation (overall thoughts and reflections):

A.E. is very smart. She knows her whole alphabet and also her letter sounds. She
just doesnt know beyond what Mrs. Feaster has taught her. She is a very good
learner, but she only knows what she has been taught. Some kids are not
exceptional, but are still very good in school.

Reflection
INTASC Standard 2 deals with the individual differences and diverse cultures of students.

I was fortunate enough to have gained experience in a classroom that contained a student with

extreme learning differences. I also got to observe other students as well, and noticed that not

one child is the same, especially when it comes to learning. As a teacher, they must adapt to this

individualization the best they can, because every child deserves an education and also fair

treatment.
The artifact above comes from an assignment given to me in EDU101: Introduction to

Teaching. In this class, we had to complete twenty hours of service-learning within a classroom.

I was in a kindergarten class at Linton-Stockton Elementary School. In this classroom, there

were many different learning needs. The most extreme being that of a little boy with autism. This

boy is who is being observed in the first chart above. Upon our first meeting, I was so impressed

by how smart he was. I was even more impressed when I heard him read, at a level way above

his grade. In the activity above, the teacher had me test his reading level by having him read

words off of a page. If he got five wrong in a row, he was to join the rest of the class on the

carpet. He was distracted by the rest of the class nearly the whole time, and rattled off every

word effortlessly up until the fifth-grade level. He began to get very frustrated and mad, more

than any child I had ever seen at that age. I sent him to the carpet after three words, realizing that
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he could not continue on in that condition. I recognized the point in which he could not go on.

Although I knew he could have went on, the best thing to do was to send him to the carpet.
After I observed him, I observed another student. This little girl did not have any learning

disabilities. I learned that while her mood was cheerful and sweet the whole time, she could not

read as well as the previous student. Although she was very smart, I believe that most of her

knowledge had come from the class she was sitting in. She was obviously thriving in

kindergarten, but was not beyond her grade. She needed instruction in order to grow as a student.

She was an amazing, and patient learner. Comparing these two students was very evident in the

fact that children do learn differently.

As a teacher, I must be able to identify the individualization between my students. The

experience above was very influential in how I will handle the different learning needs of my

students. My goal is to learn different ways in order to help and adapt to their needs. If a future

student of mine has autism, I want to know exactly how to handle it. Hopefully by gaining

experience in the classroom and recognizing these patterns will help me with my goal.