Educational Psycholgist comes out to Observe 2

Here is the thoughts of the Ed. Psychologist:-

• Matthew was off task for the majority of the writing time. At almost all times when he was off task, he was playing with his hair. His gaze was fixed either on strands of hair pulled out or on a forelock.
• Matthew barely moved during the lesson. He did not fidget, hardly looked around and tended to adopt a slumped position. He disturbed no-one else and spoke only once or twice to table mates. Matthew did not seem at all unhappy during the lesson.
• Matthew did not show distraction at the odd times when people entered or when there was a mild "kerfuffle" as when books where handed out.
• Matthew presented as if he was not listening for most of the introduction but was able to answer questions when asked. He was able to tune into the discussion when it interested him.
• Matthew, when not writing but poised, did not seem distressed. Matthew was not "doing nothing" he was playing with his hair (I'd say 95% of the off-task time)
• Matthew was on task when the class teacher spoke to him. He had one moment of spontaneous writing- I could not see anything obvious which sparked this off.

This observation suggests to me that Matthew takes in more of the lesson than supposed. He produced very little in this lesson but he also seemed to understand the lesson aim and task when asked. This could suggest that introductions "going over his head" might not be the reason for poor work production. Matthew was able to tell the class teacher things she had said when his name had not been "tagged".

Therefore Matthew may not need a name tag in order to key him in. His ability to tune back in from apparently far away also evidences this.

Matthew has rather poor handwriting but he wrote words quickly and seemed not to display any signs or discomfort when writing.

I discussed my initial thoughts with the class teacher. She confirmed that this lesson was quite typical for Matthew. She also says that she must regularly ask him to sit up straight and leave his hair alone.

Notwithstanding the outcome of investigations into Matthew's co-ordination, socialisation, and attention skills; I believe this observation suggests that there may be an element of personal choice in Matthew's poor work output. In this lesson he certainly displayed motivation to play with his hair (distrating him from his work hugely). However this is positive as it suggests an ability for Matthew to motivate himself personally.

Matthew also seemed to follow the lesson introduction which is positive.

It remains true that Matthew wrote only when the class teacher prompted him (with one exception). This situation is worrying of course but I think there is scope for dependence on a teacher to be reduced by work on motivation- especially intrinsic (self ) motivation.

This is a single observation. No final conclusion can ever be made from on event. I hope that the material here will enhance discussion about Matthew's behaviour and needs.

Any comments would be gratefully received I will post my thoughts on this shortly.