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![New Analysis of Student’s Problem
“The student likes to disrupt and interrupt class a lot. While he has been with me, he has
behaved a little.” These were the first words I used in my narrative of my hypothetical case
study. One thing that caught my attention is that Anibal Miranda Ortiz does like, like any other
student, to disrupt and interrupt the class but to an extent. He puts limits to his menace. This
means that, when he has to pay attention, he pays attention. He is like any other regular student.
Youngsters, at this age, like getting attention from others.
The new analysis of student’s problem could be said[...] English is hard to understand. He
has problems withthe language. Still, there are external factors that contribute to this. He cannot
focus so much on the class because of the language itself,the material being taught(with him or
any other) loses attention to the classroom. As a result, he ends up flunking. Still, a new
discovery was made. Even though Anibal loses interest in English at some point, he seems to
aspire to get to college. Therefore, he needs good grades. As a result, when he seems to be under
pressure, he starts to work. I didn’t know how to put this kid to work, but when I saw Anibal be
under pressure, I knew this was the way to teach him a lesson.
In Spanish, on the other hand, Anibal is flunking because he really does not like the class
at all and the methodology the teacher uses for approaching the students is not the most
appropriate. The Spanish teacher is called Enid Muñoz. She is an excellent person. Still, she is a
woman who is really behavioristic. According to the data I have gathered, there are students
doing bad with the Spanish teacher because (confessed by them) don’t like the class at all. There
was a student named Christian Pérez that threw a paper at the face of this teacher and laid down](https://image.slidesharecdn.com/casestudyphaseii-120513161652-phpapp02/75/Case-study-phase-ii-3-2048.jpg)
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Case study phase ii
- 1. Case Study PhaseII Michael J. Sosa Cardona Subject – Anibal Miranda Ortiz Cooperative Teacher – Sonia Almeda Practice Supervisor – Dr. Nilsa Lugo University of Puerto Rico at Humacao and Community School Jose Campeche
- 2. Index: New Analysis ofStudent’s Problem Make a comparison with initial handling of the problem Work Plan Chart 2
- 3. New Analysis ofStudent’s Problem “The student likes to disrupt and interrupt class a lot. While he has been with me, he has behaved a little.” These were the first words I used in my narrative of my hypothetical case study. One thing that caught my attention is that Anibal Miranda Ortiz does like, like any other student, to disrupt and interrupt the class but to an extent. He puts limits to his menace. This means that, when he has to pay attention, he pays attention. He is like any other regular student. Youngsters, at this age, like getting attention from others. The new analysis of student’s problem could be said[...] English is hard to understand. He has problems withthe language. Still, there are external factors that contribute to this. He cannot focus so much on the class because of the language itself,the material being taught(with him or any other) loses attention to the classroom. As a result, he ends up flunking. Still, a new discovery was made. Even though Anibal loses interest in English at some point, he seems to aspire to get to college. Therefore, he needs good grades. As a result, when he seems to be under pressure, he starts to work. I didn’t know how to put this kid to work, but when I saw Anibal be under pressure, I knew this was the way to teach him a lesson. In Spanish, on the other hand, Anibal is flunking because he really does not like the class at all and the methodology the teacher uses for approaching the students is not the most appropriate. The Spanish teacher is called Enid Muñoz. She is an excellent person. Still, she is a woman who is really behavioristic. According to the data I have gathered, there are students doing bad with the Spanish teacher because (confessed by them) don’t like the class at all. There was a student named Christian Pérez that threw a paper at the face of this teacher and laid down
- 4. on one ofthe desks she has on her classroom (she has two of them). The students really don’t have respect for this teacher. In my conclusion of the data I’ve gathered from the Spanish teacher, I can say that Anibal is not the only one that is doing badly on this class. The loss of interest in Anibal is really great, but it is manageable to a degree. My observations were accurate after all, even though some results were not expected. I am amazed to know how teachers think of Anibal without doing any proper observations. I confess that I see that Anibal is irresponsible but only to a certain level. So, to name the issues those affect Anibal, I would say that they are: a. loss of interest, b. irresponsibility, and c. lack of study skills. Now, all this effects come from something else: his social life. Even though this is true, these problems are manageable. I have sat to talk to Anibal a couple of times to get to know him more and I have discovered that this kid, not only is he brilliant, but this kid has a social life anyone would desire. This kid contacts artists to sing or play in parties or special occasions. To the teachers, Anibal was always the problem. Yet, after knowing this, I believe the class (12-8) was disrupted because these kids knew how was Anibal’s life outside of school and thought of him as someone real cool. After discovering Anibal’s social life, I now know why he loses interest in school. For him, he has better things to do than being in school. Anibal didn’t enter the classrooms the second week of March. He stayed outside the classrooms hanging out with Harold Fernandez, the youngster who is the devil for the twelfth grade teachers (some of them, it seems). During my visit to Anibal’s house, I discovered that his mother, also, dislikes Harold very much. She doesn’t want Anibal to be with Harold.
- 5. Comparison with InitialHandling of the Problem Anibal’s problem in school goes beyond what teachers or I, myself, could do to help. The problem with Anibal is in his mother’s and father’s hands. Still, Anibal’s father is really possessive and likes things his own way (the apple doesn’t fall far from the tree) and his mother works almost all day and when she arrives at her house she receives phone calls and has to attend them because, most of them, have to do with her work. Still, Anibal needs from his parents. This kid has a life outside his house because he doesn’t have a life in his house. He himself has stated that in his house he does nothing and that he doesn’t socialize with his mother because “she keeps her stuff and I keep mine” (words by Anibal Miranda). The initiative to work with Anibal was to address his lack of study skills, his irresponsibility, and try to get him more interested in the classroom. Still, school is limited to five hours proximally. He spends more time outside school than inside school. In other words, teachers are limited to what they can do. However, his mother is not, even though she works a lot. Family is family and Anibal needs from his family. Since Anibal was in intermediate school, he took public cars to get to his house. He used to study in Juncos and travel in public cars all over to Caguas. This was the initiative of a life outside his house. This process repeats itself all over the grades. His mother was in this process, but not all times and not all the time. Also, his father wanted things done his way and didn’t want him to study in some places where it could have been comfortable for his mother to keep an eye on. His mother has taken initiative to work with Anibal, but no more than that. She stated that she admits that her family needs her, but that she has to work in order to sustain them (words from Diana L. Ortiz).
- 6. Anibal needs fromhis family and not from his outside life. It is sad because he is already seventeen (17). Managing things from this point on would be like going through a hill. Still, it is possible. It will be painful, but it will also be possible. His mother should spend more time with her family. A child is a gift from God and they should be conserved always. How Anibal’s life would be if his mother had been always with him? How his life would have been if he didn’t pass through a divorce? Things sure would be different. Still, we cannot judge no one and we cannot turn back time.
- 7. Work Plan Chart2 Dates Activities Purpose Persons Involved Tuesday, February 21, Work oral report Anibal has problems Michael J. Sosa 2012 about free topic understanding the Cardona and Anibal English Language. I Miranda believe that this could affect the way he projects. So, I told him to keep an index card about important points in his report. Thursday, February Work on a plan to Anibal gets disinterest Michael J. Sosa 23, 2012 read “Cleopatra” a lot. So, we started to Cardona,Anibal without getting bored. work on how we Miranda, Diana L. could get him reading Ortiz the novel without (Anibal’smother) getting bored and how to gain data from a novel. March 8, 2012 Progress report Talk to Anibal to see Michael J. Sosa how much progress he Cardona and Anibal has made. Seems like Miranda Anibal is not entering classes. March 11, 2012 Progress report Anibal was never Michael J. Sosa found to work with. Cardona and Anibal Miranda March 12, 2012 Progress report Anibal was absent on Michael J. Sosa this day. Cardona and Anibal Miranda March 14, 2012 Progress report and Go to Anibal’s house Michael J. Sosa work on future in order to gather data Cardona,Anibal activities (like the and see progress. Miranda, Diana L. next oral reports) Also, approach more Ortiz his mother to start arriving to conclusions. *Note: In some field trips, Anibal stayed in school. These opportunities were taken to get to know him more and approachhim to know how him more and learn how to work with him. These kinds of “approaches” were not put in the table because they were never planned. They came with the moment and I took those moments to my favor. Also, sufficient data was gathered from these kinds of “approaches” to cover all information that was missed from the first and second table. In other words, the unplanned activities (thanks to the field trips) made this work a better progress than planned activities.