November Observation II

 On November 16th I made my way to Mr. Roberson’s first period creative arts class. When I walked in, students were working on worksheets posted on their Schoology accounts. Most of them were working with partners, a soft chatter spreading over the room with an ebb and flow. Most of these students work well together, but first period has more students on the quiet side. Most of whom I have never heard speak, or even look up from their computers, worksheets, or sketchbooks. One quiet student in particular, who sits closest to my observation spot, always wears black, her head always down and hood always up. I don’t think I even know her name. When I see her, I think of the mask of invisibility from Tovani’s chapter starting on page 131. She works quietly on her own this day, just like any other. She doesn’t' ask questions or make comments to anyone during this period of group work. Nobody moves to work with her either. Although I am not privy to her schoolwork, I know she is a hard worker. She takes her time and finishes her work. If graded on completion, she is doing well in class. But I wonder what she is thinking, why she isn’t reaching out to the students her table, or why she doesn’t even acknowledge their existence. I think she would benefit from guided thinksheets, like the ones Tovani takes the time to explain throughout the chapter. I can tell that she’s a bright and talented young artist who needs more from this class just by watching her work during the period. Sometimes I watch her doodle in her sketchbook, practicing figure drawing and placement of facial features. She’s curious and creative. Again, the simple worksheets just are not cutting it. For both the kids who struggle to read English, and those who are diligent in schoolwork.