Setting Up a Personal Goal (for Students)
not necessary has to be tied with art, but art always will be part of it!
A New Dawn
A Case Study Project
Case identification:
John A., (fictitious name) is a student in his junior year at the “N/A” HS. He is attending the Park Academy, a special program for the students with some type of learning or behavioral problems or disabilities. As part of the SE curriculum, they were assigned to attend art classes. The class I was observing during a two-week period for twice-per-week was attended by 10-12 students. They were placed in two rooms. The student who caught my attention was sitting at the table with six other boys and a girl. While the group was actively interacting as they were working on their projects, this student wasn't showing any interest. Instead, with his head down, he was quietly talking to himself out of the contest. Later, while he was working on his drawing, he started tilting and rocking the chair back and forth. As the instructor asked him to stop, he in response banged his head a few times lightly on the table. This incident itself made up my choice to focus my observation around this student. One interesting thing I noticed about my CT strategy was that he would take his time to make a correction. Another interesting his strategy was, he didn't allow students to use an eraser in the class. On my inquiries, he explained that with "this kind of students it is better because they would continually correct and redraw over and over and most often will never accomplish anything." So what he did instead (very smart method), he asked the student to draw the same subject for at least three times. Noticeably, they were making good progress. I notice that John draw second copy extremely small somewhere in the corner of the page, and completely refused to draw the third one. On the teacher’s various attempts to convince he responded by drawing completely different subjects.
There was not much difference in his behavior other days, except one day when the student was asked to gather around the teacher for demonstration, left the room, came from another door of the classroom, and was continually going around for quite some time. When CT stopped him and asked to remain in the classroom, he started to bang his head on the wall. It did not last very long, but it was obvious this has calmed him down.
Even though his instructor didn't disclose his IEP or any other personal confidential information, as I was only permitted to observe his teaching method, I could tell based on my other observations and previous knowledge that he has autism.
Please, fill out this survey by the next class.
Examples:
My goal for this class is to learn how to design a label for a CD of my own songs, poems, etc.
My goal by the end of this term to become a better reader, or artist, or a better friend, etc.
My goal by the end of this year to have fixed my grades, or to keep up a good job.
My goal for the next five years is to get into the university/college, or have a good job, or start my own business, or travel, or become an artist... : )
There are endless possibilities, and it is up to you what direction you would choose. Regardless, we, your school's staff and teachers, family and friends are here to help you.
My goal for this class is_______________________________________
My goal by the end of this term _______________________________________________________
My goal by the end of this year _______________________________________________________
My goal for next five years is _______________________________________________________
Before answering, please think over/ponder Questions 1 – 4.
Please, answer to Q. 5-10 by the end of the first month.
Case identification:
John A., (fictitious name) is a student in his junior year at the “N/A” HS. He is attending the Park Academy, a special program for the students with some type of learning or behavioral problems or disabilities. As part of the SE curriculum, they were assigned to attend art classes. The class I was observing during a two-week period for twice-per-week was attended by 10-12 students. They were placed in two rooms. The student who caught my attention was sitting at the table with six other boys and a girl. While the group was actively interacting as they were working on their projects, this student wasn't showing any interest. Instead, with his head down, he was quietly talking to himself out of the contest. Later, while he was working on his drawing, he started tilting and rocking the chair back and forth. As the instructor asked him to stop, he in response banged his head a few times lightly on the table. This incident itself made up my choice to focus my observation around this student. One interesting thing I noticed about my CT strategy was that he would take his time to make a correction. Another interesting his strategy was, he didn't allow students to use an eraser in the class. On my inquiries, he explained that with "this kind of students it is better because they would continually correct and redraw over and over and most often will never accomplish anything." So what he did instead (very smart method), he asked the student to draw the same subject for at least three times. Noticeably, they were making good progress. I notice that John draw second copy extremely small somewhere in the corner of the page, and completely refused to draw the third one. On the teacher’s various attempts to convince he responded by drawing completely different subjects.
There was not much difference in his behavior other days, except one day when the student was asked to gather around the teacher for demonstration, left the room, came from another door of the classroom, and was continually going around for quite some time. When CT stopped him and asked to remain in the classroom, he started to bang his head on the wall. It did not last very long, but it was obvious this has calmed him down.
Even though his instructor didn't disclose his IEP or any other personal confidential information, as I was only permitted to observe his teaching method, I could tell based on my other observations and previous knowledge that he has autism.
Please, fill out this survey by the next class.
Examples:
My goal for this class is to learn how to design a label for a CD of my own songs, poems, etc.
My goal by the end of this term to become a better reader, or artist, or a better friend, etc.
My goal by the end of this year to have fixed my grades, or to keep up a good job.
My goal for the next five years is to get into the university/college, or have a good job, or start my own business, or travel, or become an artist... : )
There are endless possibilities, and it is up to you what direction you would choose. Regardless, we, your school's staff and teachers, family and friends are here to help you.
My goal for this class is_______________________________________
My goal by the end of this term _______________________________________________________
My goal by the end of this year _______________________________________________________
My goal for next five years is _______________________________________________________
Before answering, please think over/ponder Questions 1 – 4.
- Is it what I need, or/and what I want?
- Is it realistic?
- Can I achieve it?
- What I need to do to achieve it?
Please, answer to Q. 5-10 by the end of the first month.
- How far I have progressed toward my goal within one month? two months?...
- What could help(ed)?
- What are (were) main (if any) restricting factors?
- What I can do by myself or with help from others (teacher, siblings, peers, parents, etc.) to achieve it?
Thank you!
Looking forward to seeing you in my class!