Shadow Study - Alexandria Mott

The student I observed for the Shadow Study assignment will be referred to
as R throughout the reflection. R is a senior completing her first year at Shawnee
Mission North High School. She transferred at the beginning of the year from a
school in southern Texas and is an English Language Learner, although she no
longer requires support through the ESOL program. She does not have an IEP or
504 plan. Currently, my cooperating teacher and I are not implementing any
differentiation with Rs instruction. Because her behavior is generally good and
nondisruptive in our class, we have not had any major concerns. She has turned in
all assignments and receives satisfactory grades. She can oftentimes go unnoticed
she is neither exemplary nor problematic with her academic performance.
Throughout the course of the day, Rs behavior was very consistent. I will
detail her behavior in each class, but will begin by providing some general
observations.
R is a very chatty girl. Although she pays attention in class, for the most part,
she is constantly talking with people around her and sometimes to herself. She was
tardy in almost every class, which is a behavior I have noticed from having her in
class regularly. Shawnee Mission North is operating on a 1 to 1 system with students
and technology. That means that R, along with every other student, was provided
with a MacAir laptop. Similar to most students, R has not yet mastered the balance
between using the laptop for academic purposes while at school with limited
disruptions for personal use or entertainment. She oftentimes was playing games on
socializing on her laptop instead of using it productively. Because of her tardiness, I
was unable to observe R before school. Shawnee Mission North offers off campus

lunch, making it so that I was unable to observe her during lunch time as well. R
does not currently participate in afterschool activities, and leaves immediately after
the final bell.
During her first block, R was not very focused on the independent work. She
continuously tried to distract the teacher and get him off topic to avoid having to do
the work. She was not connected to the assignment or to the teacher at all.
During her second block class, R did not complete her homework from the
previous class period and she did not use the extra time provided to the class as
effectively as she could have. She did ask the teacher several questions regarding
the new assignment. in the case of this class, I believe her lack of participations was
reflective of her lack of understanding. She seemed to have more of a connection
with this teacher than she did in all of her other classes.
In her third block, R had English, which is the class that I usually have her in.
Her behavior was typical - attentive enough to avoid trouble but not focused enough
to get everything that needed to be done, done.
During her fourth block, R had a substitute teacher. She took advantage of
the substitute by goofing around throughout the entire block and completing just
enough of her assignment to get by.
In her fifth block R participated more than in any other block. It was clear that
she was connected to the content, to her teacher, and to the other students in the
class. this block was the only time that she acted like she was sincerely happy to be
in a classroom and not just filling space.

Sixth block was an interesting block to observe because there was a fire drill.
When the alarm went off, R was unsure as to what kind of a drill it was. She was
very concerned that it was a tornado drill and wanted to go outside immediately. This
was a very obvious example of how she may be struggling to adapt slightly due to
cultural differences. During the limited class time that happened during this block, R
was riled up from having moved around so much before class. She did not
accomplish very much during class.
In the final block of the day, seventh block, R had a very positive attitude. The
class was a gym class and the students were playing a game, but her attitude
towards being there was much better than it had been in most of her other classes
throughout the day. She put forth more of an effort than what was required by the
class, which was above the amount of effort she had put forth during the rest of the
day.
Overall I am not surprised by Rs behavior throughout the course of her
schedule. It was very similar to what I see from her in class on a regular basis and
was to be anticipated. However, I did notice a correlation between her willingness to
participate and ask questions and the relationship she had formed with the teacher
of that particular class. It became clear to me that when she feels like she has value
in a class and either has something to offer the class or the class has something to
offer her, her participation level and attitude towards the class is great. I think that I
can contribute her lack of effort in English to the fact that she is just one face
among 30. She is not feeling any connection to our class or to us as teachers and
therefore was not willing to go above and beyond what is necessary to pass.

Since observing R, I have been making a conscious effort to engage with her.
I try to make conversation with her as she is coming and leaving the classroom and
check in with her regularly during class, especially during activities involving
independent practice. I have not noticed much of an improvement in terms of what
she is accomplishing in each class period, but I have noticed that she is attending
class more regularly and has a more positive attitude when she is in our room.