Student Therapy Reflection Paper

Background:

The school is located within a middle-upper class neighborhood given the fact that is surrounded by luxury homes and businesses, which tells me that students are economically well off at home and they have the support they need to be successful at school. In my class, several students are from Korea, Mexico, the Philippines, and Japan. The majority of students in the class speak English at home, but several students speak Korean, Spanish, Japanese, Chinese, and Filipino. A few of my students go to therapy for various reasons. Some students go to therapy because their parents are getting a divorce and therapy helps them deal with the changes happening in the home. There are also students who go to therapy to deal with their assorted

Both boys and girls in the class are obsessed with Pokémon. My EL students are into Pokémon, hands on activities, and coloring. Students also like to work with a partner to complete an activity. My struggling students love Pokémon, Minecraft, and Shopkins. These students especially love to move around the room and work with a partner. My students with IEP/504s also love Pokémon and coloring. When looking at this data, I see that they all love Pokémon, coloring, and hands on activities. As their teacher, I have integrated these things into the 3-day learning segment. I have included hand on activities in my learning segment through the use of white boards and counters. Students will also be working with their partners when they have to pair-share, which will help my EL’s practice their speaking and listening skills. For lesson 3, students will be using crayons to transfer counters to a piece of paper, which is something that all of my subgroups have expressed an interest in because it deals with coloring. When I walk around the room to talk students in lesson 3, I will also reference Pokémon when describing a set of objects to peak their

When I check on particular students, for example my struggling students and El’s, I will be reading over their shoulder to help them solve problems because when I read a problem out loud, it makes it easier to solve a problem rather than if they read it in their heads. In addition to reading over their shoulders, I will pay close attention to them for when we work with counters to see how they are making a set in order to make a