Journal #2 🚩

Journal #2: Getting to Know My Students

For this journal entry, I hope to present a compelling case for creating learner profiles for my most diverse learners. 

C is a learner presenting with profound mistrust of others, a complete lack of confidence in his ability to work in a group. He regularly presents as having “trauma brain” - he is in near-constant fight or flight mode. He is a student who is most often doing something different than the other students. By leaning on the learner profile I have begun to build for C, I am better able to recognize when differentiation will be needed, and have a course plotted to help me create a workable alternative for him. The following example paints a picture of how this works:

A mixed group of approximately 40 students from three classes gather together for 40 minutes twice per week. They are casually situated around my classroom, and three teachers and one EA are present. The majority of students are working on a cross-curricular, project-based learning activity. It involves monsters, secret agents, stolen Halloween candy, and teamwork. C was immediately overwhelmed by the classroom experience – it was bustling, noisy, and there were overt and subtle social elements at play as students jostled and negotiated working together in a limited space. C very quickly recognized that this was not a good fit for him. While he made excuses for not participating (“this is little-kid’s stuff!”), it was clear that he was interested in the project, but was seeking an alternative way to participate.

I understood from his profile that he has an interest in technology. I have also previously used C as a classroom photographer, having him snap pictures of student work (which I later posted to FreshGrade profiles). I quickly brainstormed with a colleague, and built a project that C would be able to work on with his EA in an alternative location, but which was still related to our overall “Monster Squad” project. C would create “evidence” of monsters in obscure locations in and around the school (monster footprints, empty candy wrappers, etc.). He will photograph this evidence, and build his photos into a slideshow. This will be presented to the group as a way to add to the intrigue of the project. 

Knowing about this student in advance helped me to quickly sort through alternatives, rejecting ideas that did not dovetail with his profile. Building this alternative activity was an efficient process, and the activity was one C could work with. He even had some input into what direction his role in the project would take, and he got to make several key decisions around the what, how and when of his task. By presenting a palatable alternative for this student early in the school year, I have furthered the trust that I have begun to earn from C. This relationship is going to be one of the most important ones that I nurture this year. I will only be able to build on this positive connection if I know the student as well as I can.