As I observed the class this week, many questions came to mind. After recess, two friends began to cry over a sweater. One thought the other person had stolen her sweater after seeing her wear it and demanded that she give it back. The person wearing it refused to take it off because she fully believed it was hers. However, the other girl believed she left it at her house after a sleepover. As it turns out they both had the same sweater. I observed the teacher handle the situation and I wondered if it was possible to prevent this type of situation from happening again. The teacher had to skip her lunch break to call the parents of the students to find out if they each had the sweater or not. She also had to take the student out one at a time and speak with them. Would it be possible to speak to them at the same time even though they were both very sensitive at that time? Is there a way that we can help students step away from forming assumptions and accusations?  At this age, students are beginning to form accusations and don’t fully grasp the idea of perspective taking. Although this is important for all age groups, this class in particular is in desperate need of understanding others point of view. This is a topic that I would love to further explore and find new and creative ways to help students with these issues. This ties in greatly with SEL as well as it helps them manage their emotions and have respect for others.

There is this one student who has a very difficult time following instructions or paying attention. He is a bright student who enjoys participating in class discussions and always has a brilliant idea to share with the class. He can read, write and spell accurately and in accordance to his grade level, but when it comes to following instructions and doing work, he has a difficult time following through. He does have an Education Assistant that sometimes helps him stay focused but I wonder what other ways we can motivate him and other students with similar difficulties to do their work and stay on task. I was trying really hard to get his attention during a library session and I stood beside him and called out his name approximately 10 times or more and he did not reply or even look towards me. He continued talking to his group members and pretended that I was not there. It was hard to believe that he wouldn’t respond to me calling his name even though I was 10 centimetres away from him. I am hoping to get to know him better and find different strategies to get his attention. He is very talkative and very good at expressing his emotions through words—so it’s difficult to know how to motivate him.

Another question I have involves how to be more inclusive of students who have learning disabilities or are antisocial in the classroom. How can we ensure their voices are being heard and their presence is being appreciated and welcomed in the classroom? When students are at such a young age and are still learning about empathy, how can we ensure that they respect every student in the class regardless of culture, ability, and colour? Although many strategies are being implemented on a daily basis for students, I find that one or two students are continuously being isolated and usually work with their Education Assistant while others are working in partners. This student with an EA is fully capable of working with other students (with supervision from their EA) but for some reason, the student is not allowed to participate in cooperative learning like their peers.

I am looking forward to developing more questions as I further observe the classroom during the next two weeks!