Term 3

Student Profiles  POST INTERVENTION

Jeremy
Jeremy is the student who prefers to go unnoticed in the classroom. He does not contribute to class discussions, he sits at the back of the mat area, possibly under a table or around a corner where he out of direct sight. He isnt misbehaving or side chatting, just prefers a place where he isnt noticed.  He prefers to work on his own however will work in a group when placed in one by the teacher. When asked to find a buddy he will either keep out of sight so that he doesnt find one and then just waits out the buddy work, or will go with someone who chooses him.

Jeremy has a voice in the classroom. He sits in the middle of the mat area and will contribute when asked to. (hands down classroom) He has made a strong friendship with John who is an outgoing class member and this relationship has given Jeremy a confidence and very different partipation level. Jeremy will initiate conversation with the teacher and will even smile and joke - very very different to the quiet student in Term 1. He will find a buddy quickly, and when not being watched (!) or when he doesnt think he is being listened to, will give feedback and feed forward using the class prompts.   

His name is not on the conference request list and he waits for the teacher to call him to come and conference. He does so a little relucantly, reading his work in a very quiet voice and waiting to be prompted with a possible answer to any question asked.  He will respond to feedback by fixing what he has been directly told to, however doesnt make any attempt to go beyond what has been suggested to him.

Jeremy will put his name on the conference list and willingly will conference 1 to 1. He doesnt like the OB situation and reverts back to being very quiet and not saying anything till prompted. He will talk about what his learning goal has been and can find examples in his work to support his goal.  He will go beyond fixing up what has been identified in the conference and will use his conference to improve the rest of his piece of writing. 

Jeremy writes in sentences that mostly make sense. He doesnt have an understanding of tenses, and often will use a pronoun without a noun first.  He doesnt use a variety of sentence starter or conjunctions. His writing is mostly simple sentences, with some compound sentences, usually "and"as the conjunction.

Jeremy writes in sentences that make sense and can group his ideas into a paragaraph structure. He doesnt yet develop the paragraphs in a paragraph structure with opening sentence, detail and closing sentence, however can talk about why he has grouped ideas together and why he has made a paragraph break.  Jeremy has an awareness of using a variety of sentence starters and can show this in his writing. He uses mostly compound sentences and some complex sentences with a variety of conjunctions - although complex sentences are not a deliberate choice. Jeremy uses words for effect in his writing and chooses descriptive language that is appropriate. He is starting to use language features intentionally and can show where he has done so e.g simile and alliteration. 


In conversation with Jeremy he says that he has difficulty with ideas. He doesnt know what to write about and so writes just a little as he runs out of ideas. He says writing is okay but it osnt his favourite thing to do.

Jeremy says that writing is better for him now than last year. 

4 Jeremy

I like narratives and we wrote a lot of them this year. You can make up your own stories which I like - such as about our imaginary land and imaginary creature. It makes writing easy to think of ideas and it is fun. I like having buddies, as they help you think of ideas - we get much more help writing this year with buddies. Buddies help you think of ideas for your writing.

4 Jeremy

Yes… I am good at writing this year. Ideas helped from prompts that Mrs Robson gives us. We get more help with ideas this year as we have buddies to help us with our ideas too.

Jeremy was on the ELL programme last year and his report was a ELL.
Jeremy is on the National Standards report. My OTJ has evidence that Jeremy will be at the expected level. 


Jaehee

Jaehee is a very social student who loves to sit with his friends and chat. He knows that there is a difference between a social conversation and a learning conversation but doesnt choose to make the difference known! He will only work with his friends - Seungwoo is his closest friend and Jaehee becomes very distracted from his work when sitting anywhere near Seungwoo.

Jaehee hasnt been cured of the social bug however now can make a decision not to sit and talk rather than work! He does unfortunatley have days off school that means he is behind the learning so has to work hard to catch up and sometimes, due to the nature of how writing has been structured, this means having to talk in order to get back in line with his group.  I noticed in his EOY report 2016 that this social was a comment, so I made him aware of it and we have worked on managing self as an important aspect in his school work. 

When asked to find a buddy, Jaehee will always go to Seungwoo, Suhyeok, Robin or David.  If he cant go with these students as they already have a buddy, he will ask to go in a group of 3 so that he can work with them.  If he does go with another buddy, he will share hiw writing and ideas - however it has to be a boy - if with  girl he doesnt share or particiapte very willingly in the buddy task. He seems shy when in a group or buddy situation when not with his friends.

Jaehee has an immaturity about him that has made it difficult to have him see the benefit of working with others than his best friends. He prefers to keep within his own culture and so will share with the Korean girls but not the girls of other nationalities. He can choose a buddy and is reasonably content to work with a buddy rather than try to go to a group of 3. Robin and David left after Term 1 so Jaehee had to look to other students in the class to sit and work with.  I have asked him to be the interpretor for a new student with no english, but he says he doesnt have enough Korean language to be able to so always gets Seungwoo to instead. 

Jaehee seems to write confidently and records his ideas as fluently as would be expected given the amount of distraction he has when sitting with his friends. When separated and asked to write on his own, Jaehee can record his idea in simple and compound sentences that make sense and show some extension with detail. He doesnt separate his ideas into paragraphs and often has stream of consciousness examples in his work.  He can use different sentence starters and conjunctions when reminded to and uses some descriptive language. Jaehee doesnt know what tenses are or first / third person means although he shows both in his writing.

Jaehee writes confidently and enthisiastically. He can use paragarph breaks in his writing to separate ideas. Paragraphs are beginning to be developed with detail suporting the main ideas.  Jaehee enjoys using descriptive language and has a good knowledge of language features. He knows what first person and third person are, and can maintain a correct tense when writing. Jaehee writes with compound sentences using a variety of conjunctions. He knows what "fanboys" and "aaarabbus" are as shows his understadning of this in his writing.  Jaehee prefers to write fiction when free writing and always settles to indepepndent writing opportunities. 

In conversation with Jaehee, he says that he likes writing and enjoys being able to write down his ideas.  He doesnt like to write when sitting on his own, although he did admit that he gets more written when not with one of his friends.  He can usually think of ideas to write about and like free writing and narrative the best when he can just write about anything he wants to.

2 Jaehee

I liked writing fiction, stories, narratives this year. Imaginary writing and writing about the imaginary world was good. Mrs Robson helped me in Room 22. We write a lot in Room 22 and I like that, we haven’t done that before.

2 Jaehee

I am better at writing - I can use punctuation much better and I can write longer pieces of writing and writing that is much more imaginery. We write a lot in Room 22 and Mrs Robson helps us improve all of the time. We have pictures to help us with writing.

Buddies are ok but they can be hard as I like to do things my way.