He spends most of his time in the classroom and very seldom enters into conversations. He talks very little and is quite passive in class activities. His time in childrens plays seems to be fun for Pressley as shown when he enters into games with other children. Pressley is very shy. He says nothing in the class unless talked to. Is Pressley a passive-type child? What are his thoughts? What could the teacher do to help this boy feel free with his speech in the classroom? Anecdotal record November 24: Pressley broke one of the class agreements today when he did not clean up his materials after painting.
The boy was anxious to do his part and clean up his materials. Pressley s quietness was very noticeable. Today he did not take any part in childrens discussions except when called on to do so. Although Pressley is not aggressive, today, when one boy, he thought, was trying to impose on him, he was aggressive. I think that beneath all that quiet attitude there is a very dominant temper that, when disturbed, would assert itself very strongly. Apparently, though, he is very timid and shy. November 28: Pressley did not bring his material to school today.
He had to bring some materials to help build a museum in the corner of the room. When Pressley came to school he began work using material belonging to Christopher. November 31: Pressley talked freely today during a discussion about the homes of Native Americans. Why did the boy all of a sudden express himself so? During the rest of the day he was very quiet and did not play. Is Pressley really a passive-type child? He expresses himself in his drawings and writing in a very weak fashion. The same is with his behavior on the playground. If he is making an attempt to talk in class he is timid.
Does this mean that he needs many chances to overcome this? December 2: Pressley seems to be shy and to keep in the background in many ways today. He enjoyed reading books today but when the group asked a casual question about something he feels he has read, he said, I dont know. When a group asked Pressley he had a way of looking dumb and embarrassed. Pressley listened intently to stories told by other children. I think he enjoys them. Pressley seems even more unsociable. I noticed that he did not enjoy the lunch with other children.
He did not laugh and talk with the group at his table. I am wondering how the teacher may help Pressley to grow in freedom of conversation. Is Pressley really a passive child? Pressley becomes excited if asked a question even blushes. The worry of the teacher, therefore, is to find out the exact extent of his fears and to analyze what they are like. It is necessary to see all of them, not only those that are directly connected with Pressleys passivity. The teacher should take time and the best thing for Pressley is to give him chances to talk and express his thoughts.
Running account The class was asked to take part in the dances for the school program. Pressley said, Im not going to be in it. In the music room Pressley didnt participate. Several children said, Come on, Pressley. The teacher said nothing but waited for a while. The dance continued without Pressley. The teacher then said in a calm and friendly tone of voice that it is going to be grand for children to be in this program. Pressley said, Im not and Im not going to be in it. The problem has now come to a head. Pressleys attitude is influenced by his fears and low self-esteem.
Then the teacher said to the children, Im sure we can count on our boys to act together. Pressley always helps us out when we need him and so do all the other children. We have been given plenty of time to prepare for the program. After these words all children participated in the rhythms. Pressley was enthusiastic in leading a march. At the end of the practice the teacher decided to help the boys. After the girls went back to the classroom the teacher put the record on and asked the boys to choose partners. All boys participated. Children sat down to talk things over together.
When asked why he did not want to participate, Pressley said, That is the reason I did not want to participate in it. I don not want to take any girls hand and dance with her. I want to dance with boy. Pressley said he didnt know, he didnt think he could be there. The teacher said that she thought the best thing was for all to work together with girls. It seems Pressley suddenly begins to reject completely all girls. Looking back a bit from this incident, I recall many times how the boy rejected all girls. The teacher had a conversation with Pressleys mother.
The mother and the teacher discussed Pressleys fears and shyness. The teacher discussed with her Pressleys work and attitudes, good and bad. The mother said Pressley had told her he did not want to dance with the girls. The mother said, I will talk to him; I think he should take part. Next time the practice proceeded with unanimous participation. Pressley was the first boy on the floor; other boys close on their heels. The group did such a good job that the teacher decided they need not practice again for quite a while. Then the teacher set the goals in order to give them to the music supervisor.
Pressley had a personal obligation now. He also volunteered to take the note to the supervisor. Pressleys individual personality: What does Pressley think of himself? What is his ability in relation to other children? What does his thinking mean to him? What are the causes for his shyness? Is his personality passive? In observing the boy I am able to see Pressley as he is now in relation to various inner developments that have been influencing factors in making him what he is. I have been able to get a picture of what Pressley might be striving to have come true, through observing and studying his behavior with children.
His shyness, his passive inattention in class, his daydreaming, his rejection of girls have been the results of his efforts to feel adequate in capacity and skill (James 17). During the dances he at times displayed sensitivity to criticism as evidenced by his mumbling and fussy tone of voice. However, this behavior pattern was not constant and soon disappeared at all. The behavioral picture is changing. Discussed behaviors are seemingly expressive of characteristic traits of Pressley. His basic pattern seems to sway between shyness and a basic desire to correct and overcome these tendencies.
Child observation helps understand the uniqueness and continuity in each childs life. The observations have made me more conscious of Pressleys behavior and have made me know the child better. I realize the importance of being acquainted with his life background. I now realize that Pressleys behavior cannot be changed in a short time and that only a slight change may happen over a long period of time. When Pressley did not want to participate, the teacher was not concerned with how should she punish the boy but with why did he protest and how can she help the boy so that the child will reconsider his thoughts.