Edu 355: ASQ Child Reflection Morgan Alberson

Hello. So I am going thio kind of be discussing

my kind of reflection over my child that I observed,

um, in the S Q s he at Cedar Canyon?

Um, for education, 3 55.

And so to start off, I just kind of wanted

to talk about, um, my student student k with the

parent communication.

Um, now, when it came to communicating with student Kay's

parents, I didn't get much feedback from them.

I when I did send out the questionnaire, Um, and

my like letter like introduction letter and everything, Um, and

my email, like, kind of just explaining everything.

Um, the only thing I really got back from the

parent waas a really quick response of the questionnaire, which

was really good, because then I could get started on

it fast.

Um, but outside of that oh, in the in the

signature as well.

So, like, they responded really fast to that.

But outside of that, I didn't really get much feedback

from student case parents.

Um, I did kind of go through the questionnaire.

Um, just like a couple of things with the teacher

because I was kind of unsure about like what they

had written down certain things, and she was kind of

confused by them, too.

But I didn't go off and share like the whole

like responses.

I just had a few questions on what, um, they

had written down so but outside of that, I haven't

really gotten much communication from the parent.

But from like the information that I tad with the

teacher, that the parent is pretty involved, I think the

students like and so maybe she's just been busy, I

don't know.

But that was kind of what I got from the

parent, um eso observations of student K.

So I got to observe him, like all throughout this

semester, which has been really fun because he's like, super

talkative and like, almost the light of the classroom because

a lot of them are just really quiet.

But he is always so outgoing.

Eso he was really fun to observe and just kind

of write down like the things he says and does.

And I think that's kind of why my coordinating teacher

picked him for me because she felt like he was

best suited to observe and so some of the things

that really stuck out to me.

Waas, Um the student, actually, um, like he was really

good at positive reinforcement.

He wasn't so much like, um, he didn't like so

much follow any, like, sort of negative reinforcement.

Like, for example, I wrote in my key assessment that,

um, like, if you would be like, Hey, can you

please keep all like you shouldn't be doing that.

You shouldn't have be leading back on your chair.

You should keep all four legs on the ground.

You just kind of stare atyou and be like, really

but, um, re approaching the question you could like.

He works well with, Like, if another student is sitting

quietly with all four legs on the ground and they're

doing a good work, um, or a good job.

Um, you'll go to the student and be like, Oh,

my gosh.

Student s You are doing so good.

I love how you have all four legs on the

ground and you are listening and doing your work really

well. And, um, give them a punch on a punch

card and right away.

Student case like and like, puts his leg like legs

down on his chair and continues and tries Thio like

near the image of the student that just got complimented

almost and so.

And the punch card thing was something that my teacher,

Mrs Guys woman was saying that she kind of enforced

just because of Student K.

Because, um, it's kind of like a reward system if

you get so many punches on your punchcard like you

get to go get something from the treasure chest and

there's, like, 20 like punches.

And so what?

I mean, it's not like in all the time thing,

but it definitely helps, um, with, like, student K's like

behavior. Um, another thing is Student K are really, like,

works well with other students.

So that is something that I saw as well.

He's really like we would have like mask breaks, Um,

but like it was on Lee for a certain period

of time and like it could be during playtime.

But all the students had to be like at least

6 ft apart from each other, and student K would

never like you could choose to leave your mask on

or leave it off, and if you left it on,

you could go wherever you want it.

Thio. But so students they would always leave his mask

on so we could go around and interact with other

people. And, um and he'd be like, Hey, could you

put your mask on Because I want to play with

you. And so that is something else that student K

was really, really good at, um was communicating with people

and playing and interacting with people something that I observed

at the end of the semester.

Um, it was actually my last day in the classroom,

and so I really didn't like Like, it was kind

of like my goodbye day because of, like, I got

my all my hours.

But we also weren't like, allowed to anymore because of

Cove it.

So I came in to, like, say goodbye, and I

stayed there for the day and student K, we were

sitting at a snack time, and I was I, like,

usually would pass out snacks sometimes if, like, the teachers

need to help.

And so, um, something that we would do is give

choices to the students, so we'd like Do you want

goldfish or do you want Graham crackers?

And so, um, G chose graham crackers.

And so if they had time and they had finished

all their snacks.

Sometimes Mrs Guzman would be like, Okay, you could have

a few goldfish if you wanted to.

Since you did a good job eating.

And we have some time.

And so student k was like, Oh, I finished my

graham crackers.

I would really like some goldfish, please.

And I was kind of like, Okay, But then, Mrs

Guys woman was like, Well, we really have to go.

And so immediately, student K just started, like, like coughing

and like being like, no, like, And it was something

that I had never seen before.

And so Mrs G really had Thio like, take him

off to the side.

I really didn't hear what was going on.

Sorry. Money.

Um, uh, yes, my laundry alarm was going off.

Um, but eso I really didn't hear what she kind

of said to him.

But it was something that I had never really experienced

with him, and it was kind of like a reaction

to like, I am not going to take no for

an answer, but he kind of had to because we

had to get ready to leave.

Um, so that kind of leads me into student Kate

in the future.

And so something that I really like kind of wrote

about in, like this summary and like to the parent

and stuff Waas like whenever it was like social emotional

activities for 48 month olds.

Which is what student K.

Waas I said, Your child is learning more and more

about rules but still needs reminders.

Talk to your family about talk about your family rules,

keep them short and simple and be consistent And, um

not saying that they don't enforce rules at home.

But I was just saying that it seems like student

K really works better if, like, there's like a consistency

with the rules.

Um, like, he works really well with the positive reinforcement.

Um, obviously, he, um like, I don't think he's really

been told no often at snack.

So I think maybe that was kind of like because

we were running short on time and usually we don't

And he was told No, like, maybe that was just

kind of like a reaction, like he's like, not used

to being told.

No. And so, like in that aspect, So, um, I

just felt like like keeping like consistent rules and kind

of reinforcing them and, um, keeping them short.

And like giving a reminder to the students a lot,

I think would work really well with Student K because

he is such a good student.

But just those little reminders are just, like, really good

things that could help, like along throughout the day, be

like, Oh, yeah, I'm the like, I don't know, they

have different jobs during the day.

And so, like, I'm supposed to do this or I'm

not supposed to do this.

And like those constant reminders and having those things like

jobs in, like rules on the board is really good

for Student K.

Um, but like having these those clear routines and like

knowing what happens next also is another thing that I

feel like he works really well with.

And so just having, um, like a good schedule for

him on dso kind of a conclusion.

So that was like my recommendations and my letters and

something that I really noticed.

But altogether, Student K was really fun to observe, and

he was a really, really great student.

Um, he scored throughout the questionnaires really high and so

I wasn't really surprised by that because he was probably

the most successful learner, I guess, like in the classroom.

But, um, just because of his age and he's been

in there a couple years and he's really experiencing a

lot of these other kids is their first year or

they're just a lot quieter.

And so, um, not that That doesn't mean that they're

not good learners, but you could just say from how

he displays himself that and portrays himself like that score

would probably match up Thio how he actually is in

real life.

And so, yeah, I really think that student K is

going to do well, especially going into kindergarten.

Um, because he is so talkative and so eager to

learn. And so I think, by keeping up with those

activities and a consistent schedule is really going to be

good for him in his learning.

And, yeah, so it's been a lot of fun observing

him, and that's just kind of what I got from

the sq um SC.

In my observations at Cedar Canyon at the preschool classroom

Edu 355: ASQ Child Reflection Morgan Alberson

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