Descriptive Review- Gabriela
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Gabriela
This descriptive review shows the student’s full picture and the history of their academic experience in the US. It seems helpful to have descriptive reviews like this to support teachers in understanding students and making plans for their success in the classroom. It also helps teachers see where specific challenges are stemming from and makes it easier to address.
Descriptive Review of a Child: “Gabriela”
Gabriela, who will be using the pseudonym Gaby, is a 7th grade student in Yonkers, NY. Gaby is a Hispanic student, who has long black hair and brown eyes. Gaby’s style is like many of the girls in our school, which consists of sport brand clothing and basketball sneakers. Gaby always comes to school prepared, on time, and with a well-groomed hairstyle. Although Gaby is very reserved about her home life, during a school open house we found that she lives only with her older sister. Gaby’s older sister is very involved in her education and keeps contact with teachers as needed. Gaby has been caring, thoughtful, respectful, and has many friends. Her friend group consists of boys and girls, but she has one best friend. This year has been tough for Gaby, as her best friend moved to Florida in the middle of the school year. Gaby has been in our school since kindergarten and she started her education in the bilingual classes, as her first language was Spanish. In third grade, Gaby was enrolled in a general education class with daily ESL support. Since her transition into a solely English language classroom setting, Gaby’s participation in class has decreased over the years. Notes from previous teachers show that she is an excellent student, who has trouble with class participation. This year Gaby’s grades have been unsteady and she has been sent to the principal’s office a few times for misconduct along with a few of her friends. Gaby is having a hard time in English and Social Studies class, but is excelling in art class. Gaby loves to draw and is very creative with her assignments. The art teacher describes a completely enthusiastic student, who loves to share her work with the class. In other classes, Gaby works hard on creative assignments while keeping writing assignments brief. Gaby has been regularly attending extra help after school and joined the newly established art club at our school. Also, this week she made the girls’ basketball team.
Before sending Gabriela to the principal office because of her misconduct, the teacher should consider the aspect above and address it properly.
In one of the classes I was working with last semester, the lead teacher managed to incorporate and engage the one ELL learner in the class by partnering him up with one or two students during the lesson. It was easier for him to feel included and independent tasks did not feel so overwhelming or confusing or isolating to the student.
When a student finds what they love do or what are gifted to do, they give their all to it and excel in that paticular area. Teachers can help them to apply that passion to other subjects so they can excel in those areas as well.
This scenario reminds me of some of the students at the school where I currently work at. A lot of times students who might be struggling in the academic content areas such as English, Math, History, Social Studies, and Science for example usually excel in the arts. The art courses for some students might give them a mental brake or outlet from the other classes
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Reading this document feels like an affirmation of the importance of the arts in education.
I cannot say how many students I’ve encountered who come from families with similar challenges who would have otherwise completely disengaged from school entirely if it weren’t for the arts.
As necessary as they are, however, the arts are the most vulnerable area of education in American society, as has been shown in the past several decades.
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