Reflection
on Student Case Study
When it came to choosing my case study, I wanted to look into the life of a
student with difficulties as opposed to a student with an IEP. This decision
came about for two reasons: I don’t know enough about IEPs to make concerted
decisions, and I want to make clear that I don’t think that students with IEPs
are the only ones having a difficult time in class. As a result, I chose Adrien
and her complicated life to look inspect.
After discussing Adrien and her situation in the Tuesday cohort, I feel like I
have some good suggestions to work with concerning improving her education and
trying to make her feel like she can rise above her family situation
positively. I liked that I was offered many different outlets and solutions
from my cohort members. The solutions ranged from personal to wide (with
classroom involvement), and giving me that variety let me know that there were
many ways to approach the student. I was hoping to introduce alternate reading
material in class the last few days in the classroom environment to provide
clarification for all the students; however, Adrien has been out with family
issues for the last three days. I sent an email to check in with her and to let
her know that she is being thought of. I have yet to hear from her, but I think
that she will appreciate that her teacher and her classmates are thinking of
her. Building support is the most common advice I garnered from my cohort, and
I think making sure she knows she is safe is of the utmost importance.
The other helpful advice I learned from my cohort members was to make sure that
when I addressed academic issues, I kept them in a manner that was good for
building the entire class. Making sure the students know that I understand
their difficulties and am willing to fix those gives my students some confidence.
They understand that I am just trying to better enrich their academic lives and
ensure that the material is relevant. I can do this for all of them without
having to single out Adrien and any issues she might be having with learning
the information that is being presented in class. Also, if she sees that other
students are struggling and needing additional resources, then she might be
open to the fact that there are alternate outlets of aid that can assist her in
her education. In this instance, her desire for her friends’ approval may
result in her improving her grades.
All in all what I learned most of all, what really made an impact was
Kristine’s comment of being ready and willing if Adrien wants to talk. Being in
a role where you are meant to attempt to understand a whole group of
different people is difficult. It’s hard to know what works best for each
person, and most of the year will be spent trying to figure out what makes each
student comfortable, uncomfortable, safe, or scared. It is a lot of work to
learn how to understand a myriad of differing young ladies, but I do think that
the best thing I can be for my students is an advocate or an ally in a world
that may seem against them sometimes. If I can be that, then I think they will
open up to me when they are ready. Their ability to trust me will come with
time, but I think even the offer will be appreciated in some way. It is my hope
that I can be that support system for Adrien even if she chooses not to use it.
