QTC Post 2 - Ingrid's Feedback - Bekah Wolford

Teacher: When it came to discussing Ingrid’s performance with her Grandmother I would start out by telling her that Ingrid performed well, however there are some places for improvement, but there always is for students.

Teacher: Ingrid performed really well in reading comprehension she actually performed in the 92th percentile which is very high. She also performed really high in Science where she fell in the 90^th percentile for performance, and Social Studies in which she fell in the 84^th percentile which is very strong. Now as far as points where we need to work together on helping Ingrid would be spelling, math computation, and math concepts. She fell in the below average range in both spelling and math, and average on math concepts.

Grandmother: Well how can we work with her on these concepts?

Teacher: Well we first need to figure out how Ingrid learns best. When it comes to spelling a variety of students learn in a variety of ways. One way I particulary like to work on spelling with students would be to have a bunch of flash cards with the letters to the word on them in which she can put together. For example have three cards with the word “spelling,” the first card would have ‘spe,’ the second card would have ‘ll,’ and the last card would have ‘ing.’ This would allow Ingrid to help pronounce words as she tries to figure out how to spell them. Instead of just memorizing them.

As for working with math, we need to figure out how she is using the current math concepts she knows to do her math calculations. I was surprised that she performed average on math concepts and below average on math computation because generally one would think the two would be similar. However, just because one knows how a problem works, does not mean they know how to plug everything in correctly. Therefore, as far as working on math computation a continuation of practice is very key. Continually practice math computation through working with adding different things around the home, or even just off the top of your head. For example sit down and practice working on addition with objects you have at home, or work on division by writing out problems over and over again. When it comes to math it becomes a memorization thing for people, for example when you say ’10 divided by 10’ she would automatically know it’s ‘1.’ Also you could put labels on containers and say ok this is 10 now how many times can a set of 5 sticks go into this container. There are multiple ways to work with math, as I mentioned previously, it all comes down to what works best for Ingrid.

As for math concepts, Ingrid’s performance was average, but we always want the best performance possible. Therefore, one of the main ways to work with math concepts would be to write out the word division, then have Ingrid draw a division problem on another note card, and then solve that division problem on another note card. Then Ingrid is not only working on math concepts, but also math computation again. When you work with writing things out, one generally remembers more. Therefore when you realize she is struggling writing out a problem, then you can figure that that could be the reason behind her missing the math computation for the problem.

Overall there are so many ways to help Ingrid, it all just comes down to determination to get better and what works best for her!