Lauren Madison
2/17/22
1:35-3:10
Sequence of Events
Every Friday students have a quiz on the chapters they were meant to have read throughout the week. In the novel the class is currently reading the chapters are extremely short and cover multiple characters' perspectives so the students have several chapters and several characters to keep up with. Throughout the few weeks we have been in the classroom it's been obvious that the students struggle with the different points of view and keeping storylines straight. Although on Thursday we were working through the exact questions that were on the quiz most of the students didn't know the answers to the quiz. This led to me helping multiple students with their quizzes in both classes trying to get them to remember our discussions from the previous day and trying to hint at what we were discussing in class throughout the week.
Elaboration of One or Two Events
In the fifth hour, I worked with two students who are already pretty disruptive to the class environment and like to talk regularly instead of doing their work. One of them had worked far ahead and had all of her answers done and open so she could use them on the test. The other was a student the sub had sent to ISS the day before so she missed out on the review. I focused on working with this student more than the other since the other student seemed to have a good idea as to what was going on. The entire time we worked on the quiz the two girls would talk over me and ignore me. As I was working with the student who was behind I was finding the answer to the questions in the novel and giving them that page or passage for them to read through to find the answer. The student refused to read and told me that she couldn't read, after multiple attempts she refused to read so I'd read the specific page or passage out loud and ask her what the answer was. As all of this was going on her friend who was ahead would whisper the answers to her or mouth them to help her. I tried explaining to her multiple times that I understood she wanted to help her friend but that her friend also needs to work on building the tools to find the answers herself and that I was there helping her friend and giving her friend the tools to find the answer so her friend already had plenty of help. Eventually she stopped helping her friend when she realized I was more serious about it and getting frustrated and she called herself out on helping her friend cheat saying that she didn't want to be that person and her friend was able to finish the quiz with my assistance in finding the answers.
Analysis of Episode
I remember being in high school and having the work already completed and my friends begging me for the answers or being on the other end and begging for math answers. I never saw it as doing myself a disservice I just saw it as getting the assignment done so I never minded asking for friends answers or them asking me for answers. I think in this instance it was more so just thinking about helping out a friend and the validation that she had done her work correctly and needing the positive reassurance because usually she is a student who is getting called out for bad behavior. I am trying to keep with positively reinforcing her being ahead on her work and helping her peers but also trying to remind her that on quizzes and assignments she shouldn't just be giving her answers to her friends