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The Descriptive Review of a Child Protocol

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The Descriptive Review of a Child Protocol

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Jun 25
Emily W (Jun 25 2020 3:48PM) : As you read through the protocol and its description, we invite you to consider the following question: How is this process different or similar to the ways in which you (or others) have encountered, observed, and described students? [Edited]
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Aug 10
Lu m (Aug 10 2020 11:56PM) : Under what circumstance do we use this protocol? 90 minutes is a long time. It's not realistic that we do it for every students. My parent teacher conference is 15 min for each child.
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Aug 20
Jessica A (Aug 20 2020 9:02PM) : Lu- that was one thought I had. Ninety minutes?!! It sounds great in theory, but 90 minutes?
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Sep 3
Jonathan P (Sep 03 2020 5:34PM) : I totally agree. more

90 minutes is exorbitant. Most research shows that a person’s attention span lasts about 15 minutes.

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Aug 28
Jessica A (Aug 28 2020 9:36PM) : How is this process different or similar to the ways in which you (or others) have encountered, observed, and described students? more

As a professional who has worked in various capacities with young children and adolescents both inside and outside of the classroom, the process helps us focus on the student in a way that explains a lot about who they are, and where they come from and what we can do as professionals to better help students reach their educational, emotional and social goals. In fact, many of the questions listed under “Description of Child” (par.26-30)are questions we would utilize in order to describe the student’s characteristics and progress.

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Sep 8
Zedica D (Sep 08 2020 4:01PM) : Usually professionals would present and leave the clarifying/probing questions until the end. By doing this you allow the rest of the information in the presentation to possibly address any questions/concerns the audience may have.
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Sep 9
Karen M (Sep 09 2020 8:39PM) : Describing students more

As I read through this protocol, I associated it to the idea of “teaching a child as a whole”. As an aspiring teacher, it is interesting to see the different questions and answers educators can use or document for each student. Speaking from experience as a parent, I have never encountered this protocol and I agree with Lu M. about the very brief parent teacher conferences.

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Sep 23
Aimee Grace E (Sep 23 2020 5:15AM) : This protocol is different for me through my observation because i have heard students being described based on the behaviors and actions they display. It has been rare to hear a teacher explain the reason they might act is because of such and such. more

Let us do this to fix it. I tend to hear how much trouble they cause in class as well to the teacher process.

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Adapted by Katy Kelly from “Making the Whole Student Visible: The Descriptive Review of a Child”, HORACE, 11/1996 – a process developed by Pat Carini at the Prospect Center in Bennington, Vermont for reflecting on students and their work.

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The Prospect Archive and Center for Education and Research in North Bennington, Vermont, has, over many years, developed the concept of “Descriptive Review of the Child.” The work done by these dedicated educators has seeded a dialogue about children’s work all across the country that deserves gratitude and acknowledgement.

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This process is not intended to solve a problem or change a child, rather it allows us to know her better — and as a result use that knowledge to better meet her academic, social, or physical needs.

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Jun 25
Emily W (Jun 25 2020 3:51PM) : This protocol has continued to appear "radical" to some educators. Why do you think, after nearly 30-years, this protocol is considered radical and new?
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Jul 29
Jessica C (Jul 29 2020 5:39PM) : The US tends to have a "quick-fix" mentality to make problems go away asap. Getting to know a child takes time and runs counter to the idea of making bad things go away quickly.
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Jul 29
Amanda G (Jul 29 2020 11:19PM) : Well said, Jessica. [Edited]
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Aug 20
Jessica A (Aug 20 2020 9:27PM) : While I tend to agree with you about the "quick-fix" mentality especially utilized in this country, I still do believe that this protocol helps the teacher observe and take note of each student individually as opposed to not. more

As I read through the protocol it encouraged me to think about each student individually and take note of some things that we tend to take for granted sometimes like their physical presence, their gestures, their relationships with other children and adults, activities and interests etc. This all helps guide teachers get to know our students better and also helps us in differentiating instruction

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Sep 23
Aimee Grace E (Sep 23 2020 4:24AM) : That is very true and like you said they take away the idea of the students being the problem when they are unable to learn how they teacher wants them to but add they work for the teacher to figure out what best way to assiste the students.
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Jul 29
Amanda G (Jul 29 2020 11:26PM) : In addition to Jessica's response. Unfortunately, there are some close-minded educators that believe they have "seen" this behavior before in their years of experience. Instead of getting to know this specific child, they revert to past efforts.
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Jul 30
Jessica C (Jul 30 2020 5:23PM) : Good point, Amanda. Teachers need to be curious about their students, not just presume they know everything.
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Sep 20
Zachary M (Sep 20 2020 12:51PM) : Truly Understanding and Knowing Our Students more

As teachers, it is our duty to act not only as content deliverers or authority figures but also as collaborative role models. We must have the willingness to work with students who come from various backgrounds. The only way that we can do this is by getting to know our students. By doing this, it shows our students that we are caring and empathetic individuals. This in turn fosters a stronger teacher-student bond.

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Sep 23
Aimee Grace E (Sep 23 2020 4:30AM) : very true, the students we meet today are not the same as students teachers had back in the day and i honestly think as time changes, as our students needs changes and so do we as teacher need to adapt to it. more

I believe it to be fun to get to know your students because like Zachary was saying it creates relationship and where there is relationship there tends to be a mutual goal or agreement that facilitate things for both parties. Teachers knows the students ang gets to share the lesson in a way is more understandable instead of feeling hopeless when lesson is being taught and students do not understand. While students see the effort and respect have for their learning experience and tends to be more collaborative.

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Aug 1
Ifeoma E (Aug 01 2020 4:56AM) : I do agree with you, Amanda, every behavior has an antecedent, which can’t be the same for every student adopting one size fits all approach in addressing a behavior is a recipe for failure.
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Aug 11
Lesley T (Aug 11 2020 1:13AM) : It is very easy for teachers to relate one experience they had with every student. This boxes in students and doesn't give space for the teacher to get to know the student as an individual
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Aug 5
Emmie S (Aug 05 2020 11:12PM) : I think while this may not be a new concept teacher must take into account a lot more about the children than what they are simply seeing in the classroom to truly understand and get a full and accurate picture of their students.
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Aug 11
Lesley T (Aug 11 2020 1:15AM) : Good point Emmie. A lot of my professor discuss getting to know the student outside of the classroom. There is much that can effect a student and make the student who they are. You have to learn about each student.
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Aug 11
Lesley T (Aug 11 2020 1:12AM) : Yes. I agree with Jessica. It is a very traditional approach to just look at the student's grades to paint a picture of who the student is.
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Sep 8
Zedica D (Sep 08 2020 4:04PM) : It may seem radical because it does not try to correct or change anything in the child or the child's behavior. Instead, it focuses on getting to know the child.
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Sep 23
Aimee Grace E (Sep 23 2020 4:32AM) : very true, it takes away the image of problem and sees the child for who they are and what their needs are. I really like thid concept
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Sep 9
Karen M (Sep 09 2020 8:47PM) : Radical and new more

It is unbelievable to hear that educators still view this protocol as radical and new. Knowing our students is an essential part in ensuring their success. What comes to mind is that this protocol might be difficult to comply in schools that are understaffed, under-funded, or that my have an overflowing student population.

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Sep 23
Aimee Grace E (Sep 23 2020 4:21AM) : Why is it radical? more

In my opinion it is radical because it is not in the norms of how the school system in America do things. I believe that in the school system, they see children as people who they need to fix to become better citizens. In my opinion, students are there to only absorbe what the teacher displays and that is about it. Taking the time to know the student is radical because it kind of take over the control of teacher knows it all and the information they feed is necessary for the student. What it means now is the needs of the students are important and so teacher have to know it to better assist them, which is completely different to how things were been done in traditional school system.

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Jul 12
Ayaan S (Jul 12 2020 12:01AM) : This protocol is necessary and deemed important especially by public health officials as it provides a solid foundation shaped to meet the specific needs of each child. Have you seen this protocol implemented by educators?
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Sep 3
Jonathan P (Sep 03 2020 5:36PM) : Understanding a student is pivotal to enhances their probability of success in the academic sphere.
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Time (see facilitation tips) Allow at least 90 minutes for the process and plan on pre-conferencing several days prior to the conference to allow participants time to reflect on the child and prepare their description. Times given below are guidelines only based on a 90-minute conference – they should be reviewed carefully in every pre-conference.

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Process (see attached notes for details of each step)

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Jun 25
Emily W (Jun 25 2020 3:48PM) : Which of these steps seem most valuable in ensuring that teachers attend to students with respect and care?
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Aug 2
Juanita M (Aug 02 2020 6:39PM) : Of all these steps doing the pre-conference is extremely valuable. Most teacher is very busy and sometimes may not give each child the proper amount of time to reflect on that child. And not just reflect on only their weaknesses but also their strengths.
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Sep 8
Zedica D (Sep 08 2020 4:06PM) : Description of the child because reading from notes ensures that there was an actual observation completed. It is important for teachers to observe students and their behavior so that they can see the what triggered the behavior and what was able to more

settle the child down after the fact.

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Sep 23
Aimee Grace E (Sep 23 2020 4:49AM) : Description of child and pop ups. more

I believe the description of the child is very important because it just show the students that their teachers knows about them, instead of them being labeled as student A or B, this takes into consideration who they are hence making the student feel valued and cared for. I also think pop ups are important because it is like an overview of basically what did the child said and repeating to assure the point was sharing clearly across and it is also another way to show the student that you heard them and take it into consideration.

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Jul 12
Ayaan S (Jul 12 2020 12:04AM) : These steps are crucial in attaining the child's comfort and allows the teachers to better care for the children. It is a way to understand the child.
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  1. Introductions — facilitator introduces the presenters, the process, the child, and the focusing question (5 minutes)
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    Aug 11
    Lesley T (Aug 11 2020 1:33AM) : What does the focusing question mean?
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    Sep 23
    Aimee Grace E (Sep 23 2020 4:50AM) : I believe it has to do the main idea, the main goal of the whole process. It is almost like a learning target.
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  3. Description of Child — use prompts in notes (20 minutes)
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  5. Summary of Presentation, Dominant Themes, Patterns, Restatement of Focusing Question — facilitator (5 minutes)
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  7. Other Descriptions (10 minutes)
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  9. Restatement of Focusing Question (5 minutes)
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  11. Clarifying/Probing Questions from participants (15 minutes)
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  13. Pop-ups — What did we hear you say — participants (5 minutes)
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  15. Summary of Presentation, dominant themes, patterns Restatement of Focusing Question — facilitator (5 minutes)
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  17. Discussion/Recommendations — participants (15 minutes)
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  19. Presenter Response (5 minutes)
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  21. Debrief (5 minutes)
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Facilitation Tips

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Jun 25
Emily W (Jun 25 2020 3:53PM) : How might you share this protocol AND enact it with your host teacher? What problems might you encounter? How might you respond to criticism of this protocol or its steps?
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Aug 2
Juanita M (Aug 02 2020 6:48PM) : You should share information with your host teacher either before the school day starts or after. A problem that you may encounter with your host teacher is that they may have their own way of accessing their children and may not like the new approach. more
I would respond to criticism by educating the host teacher of the benefits of doing it this way. I find that meeting criticism with facts or research helps people see it differently.
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Aug 3
Aline V (Aug 03 2020 11:53PM) : Protocol more

I agree with you Juanita that one problem could be in the different ways they assessing their students. One suggestion could be to ask the teacher what their methods of assessing are and explaining your reasons for the way you assessed.

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Aug 11
Lesley T (Aug 11 2020 1:19AM) : I agree with Juanita's comment. I would share information with host teacher the morning before or after school. Maybe I can email my host teacher the information or just wait to discuss in the morning.
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Sep 23
Aimee Grace E (Sep 23 2020 5:04AM) : I might share this protocol with my host teacher after i get to know the students better, after asking few questions of why do they approach or do certain things for the students after gathering my data that is when i can approach my host teacher. more

I feel like they are very aware and tends to already do many of these things so if i were to bring to their attention I have to assure i have done research and prove also that this protocol best fit the student. The problem could be like Juanita said is that the host teacher does not want to hear your opinion and believe that how they have been handling things is correct. They also might see our inexperience or the lack of information to persuade the host teacher to apply it.

I would respond to criticism with facts and proofs. I would go beyond the document and find examples where this was applied in the classroom and it was a success. The point is not only to share but to show why it is good, we ourselves have to be sure it works first before handing it to the host teacher and the research and time spend finding extra information not only assist in persuading in term of host teacher criticism but also our own doubt and reservation of the protocol

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Jul 12
Ayaan S (Jul 12 2020 12:08AM) : These are key to making a good environment for the protocol to occur in. Changes may be needed based on any problems or discomfort that the teacher feels the student is feeling.
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Sep 23
Aimee Grace E (Sep 23 2020 5:07AM) : Right, we cannot just come and try to change a system that works. only when something is not working and student discomfort then we offer our help. We also do not want to make our host teacher feel undermined by our way of presenting these protocols.
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  1. Timing — the timing for this process depends on how many people are presenting and how many are participating. 90 minutes allows enough time to work through the process if timed out carefully. Two hours or more is better, especially if a parent is involved.
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  3. Presenters — usually there is one main presenter, most often a teacher with any number of additional interested parties — parents, counselors, other teachers, mentors, etc. who can offer different perspectives on the child. Generally, the more presenters the more time you need for the conference.
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  5. Parents as presenters — parents don’t often get a chance to talk to a group of caring, interested people about their child. They know their child well and can add greatly to the conference. There may be times when it is difficult to include them or counter-productive. That is your call as facilitator. That said, once they are involved it’s hard to tell a parent to stop talking so they can be tough to facilitate. Therefore it is important that they are involved in pre-conferencing and are aware of the process before they go into it.
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  7. Pre-conference — pre-conferencing far enough in advance of the conference allows the presenters important time to reflect on the child, collect information and prepare for their presentation.
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  9. Summarizing — facilitator should take careful notes and pay attention to any dominant themes or patterns that emerge, while keeping the group’s attention fixed on the focusing question.
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Notes on Process

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  1. Introductions — facilitator introduces the presenters, the process, the child, and the focusing question. In introducing the child, the facilitator may want, at this time, to give a thumbnail description of the child: grade, age, birth order, pseudonym if appropriate.
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  1. Description of Child — The presenting teacher may describe the classroom context if it would be helpful to participants: the room plan, setting, schedule, etc. Then she describes the child, including both characteristic and unusual behavior, using the prompts in the following categories:
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    Jun 29
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    (Jun 29 2020 2:36PM) : Use the notes under "Description of Child" (paragraphs 26-30) to guide your writing about a youth or a child you know well.
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    Jul 12
    Ayaan S (Jul 12 2020 12:17AM) : What are usual behaviors and characteristics defined by? Each child has a different background that they come from, some things are normal for a child that may not be seen in another.
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    Jul 31
    Ifeoma E (Jul 31 2020 3:33PM) : knowing the student's background is at the core of how to manage a class to create a conducive learning environment. Acknowledging the importance of difference in the classroom is particularly essential to help avoid biases that can lead to assumptions
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    Sep 23
    Aimee Grace E (Sep 23 2020 5:10AM) : I could not agree more. Well said. There are things that might apply to one students while it might not work on another student.
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    Jul 7
    Andrea C (Jul 07 2020 1:41PM) : That this child needs more help. more

    Are you saying every child with an unusual behavior is bad ?

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    Aug 11
    Lesley T (Aug 11 2020 1:22AM) : I don't think they are suggesting that unusual behavior is bad. The article was written in 1996 so the vocabulary might be different. Just like how mental health disorders are taught in a class called "abnormal psychology"

  1. Physical Presence and Gesture — Characteristic gestures and expressions: How are these visible in the child’s face, hands, body attitudes? How do they vary, and in response to what circumstances (e.g. indoors and outdoors)? Characteristic level of energy: How would you describe the child’s rhythm and pace? How does it vary? How would you describe the child’s voice? It’s rhythm, expressiveness, inflection? Disposition. How would you describe the child’s characteristic temperament and its range (e.g. intense, even, up and down)? How are feelings expressed? Fully? Rarely? How do you “read” the child’s feelings? Where and how are they visible? What is the child’s emotional tone or “color” (e.g. vivid, bright, serene, etc.) ?
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    Aug 1
    Ifeoma E (Aug 01 2020 4:05AM) : Visualizing these characteristics goes beyond knowing the information on their permanent record. It entails genuine interest in their background and experiences. Developing an appropriate relationship is central to be able to understand them at this level [Edited]
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    Aug 5
    Emmie S (Aug 05 2020 11:06PM) : I believe that before making concrete opinions on a child's physical presence you must also understand their background and the bases for what they are working with as all family dynamics are different.
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    Aug 27
    Zedica D (Aug 27 2020 2:05PM) : Physical presence and gesture more

    When the child gets angry he often crosses his arms or throws himself on the floor. When he is outdoors he runs away or around the playground. He screams or talks very loud. Feelings are expressed fully. When he is happy he is laughing and smiling, when he is upset he is screaming or crying. Feelings are visible in tone, actions, and body language.

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    Jul 30
    Jessica C (Jul 30 2020 3:52PM) : I've never thought to pay attention to this level of physical detail in a student, but I can see how it could be helpful have concrete observations rather than just interpretations of behavior.
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    Aug 11
    Lesley T (Aug 11 2020 1:26AM) : Same here! I really like how descriptive and specific the definition of physical presence & gesture is. It gives a clear explanation of what we should be looking for
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    Sep 14
    Aimee Grace E (Sep 14 2020 3:17PM) : yes very much so
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    Sep 14
    Aimee Grace E (Sep 14 2020 3:16PM) : In the small period of time i have observed classrooms i have noticed that a lot can be tell by the posture and expression on a student's face. I have noticed a child who tends to put their hand on their face and slouch on their desk tends to mean they more

    are bored in the lecture. A child who tends to play with the items on their desk while the teacher is lecturing shows that they barely have interest in the lecture. I have also experienced where a child is looking forward and paying attention to the teacher’s talk and movement, they are either very interested or trying their best to comprehend.

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    Sep 14
    Aimee Grace E (Sep 14 2020 3:19PM) : These are many questions that we have to really keep in my mind to assure we are really paying attention and working on managing characteristic that shows lack of interest. Through this observation one can tell what they can use and what not to too.
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  3. Relationships with Children and Adults — Does the child have friends? How would you characterize those attachments? Are they consistent? Changeable? Is the child recognized within the group? How is this recognition expressed? Is the child comfortable in the group? How would you describe the child’s casual, day-to-day contact with others? How does this daily contact vary? When there are tensions, how do they get resolved? How would you describe the child’s relationship to you? To other adults?
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    Aug 27
    Zedica D (Aug 27 2020 2:09PM) : Relationships with children and adults more

    The child has friends that are changeable. He is recognized by name and he is invited to join games and activities. He is comfortable in the group but sometimes prefers to play alone. Tensions get resolved by using words or finding a different activity for the moment then returning to the previous activity. He has a great relationship with me

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    Sep 14
    Aimee Grace E (Sep 14 2020 3:37PM) : The child has friends, he is very much liked and even followed by his peers. He is consistent with the same group he hangs with so are they. The child seems very comfortable and very at ease to express themselves freely. more
    He has short conversation with other peers but they are very short and tends to be more about school rather than his hobby and interest. He talks about those with specific people he feels he got to know and understand him. When there are tension it gets to be resolved through mediation, he tends to speak to an adult before confronting the other person and i am one of those people he enjoys talking to about it. He is very friendly and respectful to other adults and tends to do what is asked of him unless he does not understand the task at hand, that when you see him slacking off.
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    Jul 30
    Jessica C (Jul 30 2020 3:54PM) : If teachers primarily see their students in the context of their own class, how do they get a read of what students' relationships are with other adults?
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    Aug 1
    Ifeoma E (Aug 01 2020 4:35AM) : I don't think a student's relationship assessment can be done in isolation, interaction with parents and other staff members who are directly involved with the child can help the teacher understand the child's relationship with adults better
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    Aug 3
    Aline V (Aug 03 2020 11:50PM) : Adults more

    Perhaps they are alluding to all the other staff members that students interact with briefly throughout the day. For example, the lunch lady or when they are transitioning to other classrooms and there is an interaction with the gym or art or music teacher. Sometimes there are staff members who come into the classroom and visit. During these brief encounters, were it to happen a few times, there may be behavior that is reasonable to be noted and not dismissed.

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    Aug 11
    Lesley T (Aug 11 2020 1:29AM) : Aline, I think you gave really good examples of different forms on interactions the student might have with other adults.
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    Aug 11
    Lesley T (Aug 11 2020 1:28AM) : Students interact with different teachers all day. Especially depending on their grade. This is where it would be helpful to have conversation with other teachers to share and compare notes about the student's relationships with other children and adults
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    Sep 14
    Aimee Grace E (Sep 14 2020 3:40PM) : Other Adults more

    One of the thing the teacher can do they can talk to other adults the child tends to socialize or is involved in their classroom. The teacher can also ask about their work and behavior to those teachers. I know what you are talking about. It can be hard keeping track of all students and their socialization with other peers and staffs.

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  5. Activities and Interests — What are the child’s preferred activities? Do these reflect underlying interests that are visible to you? For example, does drawing or story writing center on recurrent and related motifs such as superhuman figures, danger and rescue, volcanoes and other large-scale events? How would you describe the range of the child’s interests? Which interests are intense, passionate? How would you characterize the child’s engagement with projects (e.g. quick, methodical, slapdash, thorough)? Is the product important to the child? What is the response to mishaps, frustrations? Are there media that have a strong appeal for the child (e.g. paint, blocks, books, woodworking)?
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    Aug 27
    Zedica D (Aug 27 2020 2:15PM) : activities and interests more

    He loves to read and be read to. He also enjoys looking at maps and other places in the world. When he draws he usually tries to draw another continent because of his love for maps. He is very passionate about this interest. The child completes projects thoroughly and takes pride in his creations and work. He needs to start over if he makes a visible mistake.

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  7. Formal Learning — What is the child’s characteristic approach to a new subject or process or direction? In learning, what does the child rely on (e.g. observation, memory, trial and error, steps and sequence, getting the whole picture, context)? How does that learning approach vary from subject to subject? What is the child’s characteristic attitude toward learning? How would you characterize the child as a thinker? What ideas and content have appeal? Is there a speculative streak? A problem-solving one? A gift for analogy and metaphor? For image? For reason and logic? For insight? For intuition? For the imaginative leap? For fantasy? What are the child’s preferred subjects? What conventions and skills come easily? Which are hard?
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    Aug 11
    Lesley T (Aug 11 2020 1:32AM) : This topic focus on what type learner the student is and how they approach learning. It is important to know students' approach because you can help incorporate their approach into lesson plans.
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    Aug 27
    Zedica D (Aug 27 2020 2:26PM) : formal learning more

    He is interested in learning new things and gaining new skills. He relies on observation as well as steps and sequence. During math he focuses more on the steps and sequence, versus art where he observes more on technique. He is very strong with problem-solving and thinking reasonably and logically.

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    Aug 28
    Jessica A (Aug 28 2020 9:44PM) : Formal Learning more

    I love how specific these questions are. I never would have thought to consider questions like; “How would you characterize the child as a thinker? What ideas and content have appeal?”Is there a speculative streak? A problem-solving one? A gift for analogy and metaphor? For image?" Thes are crucial questions that, when answered honestly- give us a plethora of important information about our students.

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    Jul 30
    Jessica C (Jul 30 2020 3:58PM) : These are helpful categories
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  1. Summary of Presentation, dominant themes, patterns, Restatement of Focusing Question – facilitator
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  3. Other Descriptions — This should not be a repetition of the description already given but observations that build on it and furthers our insight into the child. It may include comments from people not present. If a parent is not present any important medical information supplied by the school or doctors should be presented at this time along with any other school documents or reports.
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  5. Restatement of Focusing Question — It is important to keep the group focused on the purpose of the conference.
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    Aug 19
    Scott C (Aug 19 2020 9:49AM) : When I have observed other classes, I found that this step has been essential in preparing kids. Repetition has a ton of value in the classroom!
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  7. Clarifying/Probing Questions from participants — These are burning questions — ones that participants feel they must have an answer to in order to go further. This opens out multiple perspectives and generates new information that may enhance the teacher’s insights, expectations, or approach, or may even shift her focusing question itself. Start with clarifying and move to probing questions.
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    Aline V (Aug 03 2020 11:45PM) : Burning Questions more

    This is a time for the other side to chime in and ask questions they need answered before taking the next step. With that being said, this is a vital step in this process as these questions could define how things can go.

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    Aug 11
    Lesley T (Aug 11 2020 1:35AM) : I think it is important to include multiple perspectives. This way you either have the same information or you have new information and then you decide how to tackle the new information and how to understand it.
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    Aug 19
    Scott C (Aug 19 2020 9:51AM) : Definitely agree with this - multiple perspectives are important for a variety of reasons. Every kid learns differently.
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  9. Pop-ups – What did we hear you say — The participants take turns making simple statements from their notes about what they have heard about the child.
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  11. Summary of Presentation, dominant themes, patterns, Restatement of Focusing Question.
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  13. Discussion/Recommendations — participants discuss what they have heard and offer suggestions and recommendations. They may build on each other or contradict each other. These recommendations focus on ways to support the child’s strengths – not change the child – and create harmony in her school life.
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    Lesley T (Aug 11 2020 1:36AM) : Some participants might have different suggestions and recommendations. They should all be discussed and evaluated to help create harmony in the student's school life.
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    Aug 28
    Jessica A (Aug 28 2020 9:49PM) : Support the Child's strengths-- not change the child. more

    How do we deal with parents that want to change their child completely- instead of building on that child’s strengths?

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  15. Presenter Response — the presenter may choose to comment on anything she has heard, answer any question that has come up or give any new insights she has gained. She is not obliged to do any of these.
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    Aug 19
    Scott C (Aug 19 2020 9:48AM) : Response and how the instructor or presenter responds is important I'm that it can set the tone.
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  17. Debrief — How did this process work for the presenter(s) in gaining new insights about the child? How was it for the participants? What implications emerged for their own practice. The facilitator should be given feedback at this time.
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Protocols are most powerful and effective when used within an ongoing professional learning community and facilitated by a skilled facilitator. To learn more about professional learning communities and seminars for facilitation, please visit the School Reform Initiative website at www.schoolreforminitiative.org

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DMU Timestamp: May 11, 2020 21:16

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Jun 25
Emily W (Jun 25 2020 3:55PM) : Can you think of a time in which this protocol might have been useful or necessary in building stronger student-teacher relationships and decreasing any negative misconceptions?
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Jul 29
Amanda G (Jul 29 2020 11:36PM) : During a power struggle. This protocol would be helpful. Understanding the child's relationships with children and other adults may help the teacher build a relationship with the student while decreasing misconceptions of why it has happened.
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Sep 14
Aimee Grace E (Sep 14 2020 3:46PM) : Protocol more

I believe it is necessary from day one for the teacher to try to set up a similar protocol. Students like it when teachers are straight forward with their expectation and when students are involved and the teacher gets to know more about their students it creates an atmosphere of openness and respect. This can eliminate many misconception from the starts. Teacher have to understand and implement strategies that focuses on the students more than themselves.

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Jul 12
Ayaan S (Jul 12 2020 12:21AM) : Maybe putting examples in this protocol from when it was used would allow a better understanding of it. It would provide ideas for those thinking to implement it and perhaps encourage others who are uncertain.
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