Talking and Listening
"And it may in fact be to a substantial extent that teaching is listening and learning is talking."
-- Linda Darling-Hammond (3-9)
Tuesday, December 2, 2008
Talking and Listening
Talking and Listening
"And it may in fact be to a substantial extent that teaching is listening and learning is talking."
-- Linda Darling-Hammond (3-9)
Focused Listing Worksheet for Focus Student
Focused Listing Worksheet for Focus Student --4.1
I'll call my student K.C. for the purposes of these assignments.
My student is a seventh grader at the junior high where I work. He was raised in the U.S., but his parents speak Spansish -- with very little English.
Cognitive:
Main ideas --
Student ability to present himself to the teacher makes a difference in teacher perception.
The "ecology in which students exist is ever changing.
We need to look for and create contexts where the student can shine.
We need to respect the student and not just focus on lack of proficiency in the language.
We need to get in touch with how a reader is understanding.
Connections to K.C. --
Strength: K.C. is very polite and presents himself as a well-behaved and intelligent student.
Strength and Weakness: Since I have K.C. in two classes and an advisory class, I've seen that he is pretty consistent through changing situation, though when with some friends he is less attentive and less willing to answer questions and show as much cooperation and participation as at other times.
Strength: K.C. is very thoughtful and has a poetic bent in his writing. His writing can be lyrical even when it is severely lacking in grammatical correctness.
Weakness:
Social:
Main ideas --
Connections to K.C. --
Affective:
Main ideas --
Connections to K.C. --
Linguistic:
Main ideas --
Connections to K.C. --
Cultural:
Main ideas --
Connections to K.C. --
Age:
Main ideas --
Connections to K.C. --
Limited Formal Schooling:
Main ideas --
Connections to K.C. --
Learning Standards:
Main ideas --
Connections to K.C. --
Teaching Standards:
Main ideas --
Connections to K.C. --
I'll call my student K.C. for the purposes of these assignments.
My student is a seventh grader at the junior high where I work. He was raised in the U.S., but his parents speak Spansish -- with very little English.
Cognitive:
Main ideas --
Student ability to present himself to the teacher makes a difference in teacher perception.
The "ecology in which students exist is ever changing.
We need to look for and create contexts where the student can shine.
We need to respect the student and not just focus on lack of proficiency in the language.
We need to get in touch with how a reader is understanding.
Connections to K.C. --
Strength: K.C. is very polite and presents himself as a well-behaved and intelligent student.
Strength and Weakness: Since I have K.C. in two classes and an advisory class, I've seen that he is pretty consistent through changing situation, though when with some friends he is less attentive and less willing to answer questions and show as much cooperation and participation as at other times.
Strength: K.C. is very thoughtful and has a poetic bent in his writing. His writing can be lyrical even when it is severely lacking in grammatical correctness.
Weakness:
Social:
Main ideas --
Connections to K.C. --
Affective:
Main ideas --
Connections to K.C. --
Linguistic:
Main ideas --
Connections to K.C. --
Cultural:
Main ideas --
Connections to K.C. --
Age:
Main ideas --
Connections to K.C. --
Limited Formal Schooling:
Main ideas --
Connections to K.C. --
Learning Standards:
Main ideas --
Connections to K.C. --
Teaching Standards:
Main ideas --
Connections to K.C. --
Focused Listing Worksheet C p. 2-34
Focused Listing Worksheet C p. 2-34
Cognitive
Main ideas --
John Schumann of UCLA -- Think of learners as existing in an ecology that is always dynamic, changing. Sometimes a beautiful match of what is provided with student needs, and sometimes there is a mismatch. Exposure, effort, a good teacher to facilitate.
Luis Moll of the University of Arizona -- How can I identify areas of expertise? It usually takes going beyond the classroom wall. Provide a context for the kids to shine.
Linda Harklau of the University of Georgia -- Unfortunately we associate learners linguistic proficiency with their academic capability. Student personalities -- ability to present themselves to teachers makes a difference in teacher perception. Just takes one teacher or counselor who really believes in that student. Students who best succeed are savy about the system.
Richard Tucker of Carnegie Mellon -- Acquiring another language as natural as breathing -- bilingual an advantage -- a standard deviation higher
Cognitive:
Main ideas -- John Schumann of UCLA -- Think of learners as existing in an ecology that is always dynamic, changing. Sometimes a beautiful match of what is provided with student needs, and sometimes there is a mismatch. Exposure, effort, a good teacher to facilitate.
Luis Moll of the University of Arizona -- How can I identify areas of expertise? It usually takes going beyond the classroom wall. Provide a context for the kids to shine.
Linda Harklau of the University of Georgia -- Unfortunately we associate learners linguistic proficiency with their academic capability. Student personalities -- ability to present themselves to teachers makes a difference in teacher perception. Just takes one teacher or counselor who really believes in that student. Students who best succeed are savy about the system.
Richard Tucker of Carnegie Mellon -- Acquiring another language as natural as breathing -- bilingual an advantage -- a standard deviation higher -- cognitive benefits of being bilingual
[Margarita Azmitia, University of California, Santa Cruz] speaks about cognitive mismatches.
Nancy Cloud, Rhode Island College, says the students are perceived as different. Respect learner and don't just focus on the lack of proficiency in the second language.
Eugene Garcia, University of California, Berkeley --Well, cognitive development is about the process of coming to more complete understandings and more powerful ways of thinking about things. And it's a gradual process. -- different ways of understanding and thinking about things at different points in development. Teachers need to get in touch with how a reader is understanding. -- themes and variations on cognitive development. --- students of what development looks like.
Connections to Nikole -- Perhaps the teacher could tap Nikole's interest in psychology (or dance).
Social:
Main ideas --
Paul Ammon of UC Berkley -- Social lives outside of the classroom -- brought to classroom -- fairness.
Yvonne Freeman of Fresno Pacific University -- complications of secondary school -- issues of adolescence -- Not feeling strange is very, very important -- need social acceptance even more when don't understand schooling. [My question: What about when they get social acceptance from those who encourage them to reject learning/schooling?]
Margarita Armitis? of UC Santa Cruz -- You are asking them to go find friends that are really different from them. [Nikole is doing that. ] Power differentials in the friendship.
Gail Weinstein of San Francisco State U. -- students and their parents -- alienate or connect in positive ways --
Richard Tucker of Carnegie Mellon -- bilingual student more open-minded, more tolerant, positively predisposed to diverse others, to different ways of life.
Amado Padilla, Stanford University -- understand generation of the individual, [it's strange to me that] immigrant children are doing better academically than later generations. -- we have to find a climate of acceptance and tolerance for all kids across all generations.
Paul Ammon, University of California, Berkeley -- you can think of the social world as another domain of experience. And so our understandings about things like fairness and what it takes for a group to work well together are also things that evolve over time. So that we can think of another agenda in the classroom as that of promoting social understandings, and ways of thinking about the social world, and the way teachers do business in the classroom. The way they manage the classroom, the way they organize things for learning, and so on, is very important in contributing to that social sort of development, development of social understandings. -- creating a safe environment for learning, for taking risks.
Cynthia Ballenger, TERC / Graham and Parks School, Cambridge, Massachusetts -- students from different cultures may perceive discipline very differently.
Margarita Azmitia, University of California, Santa Cruz -- It's the social stuff that keeps them at school. Parents from different cultures may not want their children participating in certain activities that parents originally from the U.S. would think nothing of.
Connections to Nikole -- She has a lot of friends now. Kids in her ESL class call her "American." Most of ESL class doesn't want to have American friends. She has friends both Spanish and American. She loves to have friends. She doesn't like to be friends with the kids who think they are popular and cute -- just sometimes. She has more American friends and can (participate) talk more with American friends.
Affective:
Main ideas --
Margarita Azmitia, University of California, Santa Cruz -- Language the key to constructing identity -- When native language not allowed -- loss of identity, language loss (problems communicating with parents)
Henry Truiba from University of Texas -- enduring self and situated self -- link to maintain cohesive self -- many identities -- linguistic varieties attached to those identities -- teachers need to inquire, to be reflective, to visit homes of the children
Margarita Azmitia, University of California, Santa Cruz -- group with people like you -- There are things that do not translate to English. Slang another way of identifying yourself in a group.
Richard Ruiz, University of Arizona -- sentimental attachments to history, culture, family -- carrier of identity -- English speakers use language more as a tool -- a proficiency, a skill --
David Corson, University of Toronto -- to negate their language is an act of hostility against the child.
Principles: Nancy H. Hornberger, University of Pennsylvania -- language revitalization-- not losing those ways of seeing and ways of knowing that those languages represent.
Policy: Margarita Azmitia, University of California, Santa Cruz -- limits for low-income kids -- activities, clothes, Also tracking becomes more pronounced. perceived as discrimination -- larger society such as being followed around in a store even thought they have money in their pockets to spend. . .
Learning Domains: Amado Padilla, Stanford University -- The work of adolescents really is also the work of establishing an identity for oneself. I have a place to go to when I'm feeling maybe unwelcomed or as an outsider. So biculturalism is a model that more people are talking about nowadays.
Classroom Strategies: Richard Ruiz, University of Arizona -- I think the most critical factor for me with respect to the education of language minority students is that they not be put on the defensive about who they are. . . . And the cruel choice is this: that they buy into the idea that their language and their culture and their background and their family and all those antecedent conditions are holding them back, are hindering them from school achievement, are creating in them a barrier or an obstacle to getting ahead in the society.
Connections to Nikole -- Nikole wants to be a psychologist (or a ballroom dancer) because she wants to help people and they can talk about their feelings. [She seems to be well adjusted, not blaming or excusing herself. ]
Linguistic:
Main ideas --
Fred Genesee, McGill University -- Language primary way we develop
David Corson -- language the material, the substance in which thinking takes place --
the brain changed by the discourses we encounter in life -- link discourses -- bicultural
Jim Cummins, University of Toronto -- at least 5 years to bridge gap -- under optimal circumstances -- demoralizing tests give message that effort doesn't count --
Fred Genesee, McGill University -- can master content as they master language -- more challenging for older learners because content more abstract -- meaningful and challenging cognitive content -- expectations actually greater for these students because we are expecting them to learn twice as much --
Principles: Yvonne Freeman, Fresno Pacific University -- a basic understanding of second language theory and the importance of the first language literacy. the difference between acquisition and learning. --the importance of comprehensible output as well as comprehensible input. [Is this mainly for elementary teachers?]
Policy: Robert Kaplan, University of Southern California -- We need to learn, as a profession, where these decisions are made, who makes them, and how they are made, and we need to become active in participating in that process.
We need to be sure that the materials we are using are competent to the job that they are being asked to do. You cannot teach people one thing and then examine them in something else, which is something we do all the time.
Learning Domains: Claire Kramsch, University of California, Berkeley -- A discourse is much more than just many sentences put together. It has to do with patterns of meaning across sentences. discourse as a carrier of ideology, carrier of ideas. t becomes equated with ways of acting, ways of speaking, ways of writing, ways of expressing yourself, that have to do also with the way you have been socialized. So James Gee makes the difference between small "d" discourse, which is the way we talk, which is the first definition, and big "D" Discourse, which is ways of believing, acting, behaving, etc. which go together with the ways of speaking.
Classroom Strategies: Amado Padilla, Stanford University -- linguistic broker -- welcoming parents to the school
Connections to Nikole -- At home they speak Spanish. Now people tell her to speak English. She can write in English now. When she tries to write Spanish, she's confused (Spanglish?). She has to erase and do it again. She also sometimes confuses the English and Spanish words as she speaks.
Cultural:
Main ideas --
Roland Tharp, U.C. Santa Cruz -- Impact of culture enormous, but we don't see culture; we infer it. What we do see is how the students interact with us and with each other. They come with complex repetoires. Culture always happens in human interaction. He tells of work with native American peoples.
Principles : Amado Padilla, Stanford University -- Mexico -- idea of parents and teacher as co-teachers of the child not the norm. Lack of authority on the part of U.S. teachers.
Policy: Roland Tharp, University of California, Santa Cruz -- Polynesian
Learning Domains: David Whitehorse, Alliant International University -- native communities /kids -- they have a say in how they internalize information, how they think, and what they do with the information that they get.
Strategies: Priscilla Helm Walton, University of California, Santa Cruz -- And we need to know a little bit more about who is the person that is likely, in a particular culture, to be involved in the education of the children.
Connections to Nikole -- She is from Chile. She has been here a year and about two months. Her uncle came first, then invited their family to come. Nikole with with her dad, mom, and sister. Her dad works for a safe company and her mom doesn't work. She likes not having to wear a uniform at school. She says she is Chilean, but some of her is American.
Age:
Main ideas --
Catherine Snow, Harvard -- High school student who can read much better off than the second grader.
Margarita Azmitia, UC Santa Cruz -- kids as observers --
Linda Harklau, University of Georgia -- acquisition as adolescents more difficult than as children. (Is this contradicting Catherine Snow, above.)
Connections to Nikole -- She is in eighth grade (according to page 2-33).
Limited Formal Schooling:
Main ideas -- Nancy Cloud, Rhode Island College -- students lacking literacy, numeracy, not socialized to spend day in school. What kinds of services do we provide?
Connections to Nikole --
Learning Standards:
Main ideas -- Donna Christian, Center for Applied Linguistics -- second language learners need to not just be an add-on to standards.
Lydia Stack, San Francisco Unified School District -- teachers need to know standards, focus on standards, not on breadth of what they could teach. Equity -- students do the same things, not necessarily in the same way --
Denise Murray, San Jose State University --
Connections to Nikole --
Teaching Standards:
Main ideas -- Roland Tharp, UC Santa Cruz -- 5 basic aspects of pedagogy: teachers and students work together in a productive way, learning the language of instruction, making meaning, must have cognitively challenging activities (unrelenting "pressure"), dialogical instruction. Schools don't look like schools.
Connections to Nikole --
Cognitive
Main ideas --
John Schumann of UCLA -- Think of learners as existing in an ecology that is always dynamic, changing. Sometimes a beautiful match of what is provided with student needs, and sometimes there is a mismatch. Exposure, effort, a good teacher to facilitate.
Luis Moll of the University of Arizona -- How can I identify areas of expertise? It usually takes going beyond the classroom wall. Provide a context for the kids to shine.
Linda Harklau of the University of Georgia -- Unfortunately we associate learners linguistic proficiency with their academic capability. Student personalities -- ability to present themselves to teachers makes a difference in teacher perception. Just takes one teacher or counselor who really believes in that student. Students who best succeed are savy about the system.
Richard Tucker of Carnegie Mellon -- Acquiring another language as natural as breathing -- bilingual an advantage -- a standard deviation higher
Cognitive:
Main ideas -- John Schumann of UCLA -- Think of learners as existing in an ecology that is always dynamic, changing. Sometimes a beautiful match of what is provided with student needs, and sometimes there is a mismatch. Exposure, effort, a good teacher to facilitate.
Luis Moll of the University of Arizona -- How can I identify areas of expertise? It usually takes going beyond the classroom wall. Provide a context for the kids to shine.
Linda Harklau of the University of Georgia -- Unfortunately we associate learners linguistic proficiency with their academic capability. Student personalities -- ability to present themselves to teachers makes a difference in teacher perception. Just takes one teacher or counselor who really believes in that student. Students who best succeed are savy about the system.
Richard Tucker of Carnegie Mellon -- Acquiring another language as natural as breathing -- bilingual an advantage -- a standard deviation higher -- cognitive benefits of being bilingual
[Margarita Azmitia, University of California, Santa Cruz] speaks about cognitive mismatches.
Nancy Cloud, Rhode Island College, says the students are perceived as different. Respect learner and don't just focus on the lack of proficiency in the second language.
Eugene Garcia, University of California, Berkeley --Well, cognitive development is about the process of coming to more complete understandings and more powerful ways of thinking about things. And it's a gradual process. -- different ways of understanding and thinking about things at different points in development. Teachers need to get in touch with how a reader is understanding. -- themes and variations on cognitive development. --- students of what development looks like.
Connections to Nikole -- Perhaps the teacher could tap Nikole's interest in psychology (or dance).
Social:
Main ideas --
Paul Ammon of UC Berkley -- Social lives outside of the classroom -- brought to classroom -- fairness.
Yvonne Freeman of Fresno Pacific University -- complications of secondary school -- issues of adolescence -- Not feeling strange is very, very important -- need social acceptance even more when don't understand schooling. [My question: What about when they get social acceptance from those who encourage them to reject learning/schooling?]
Margarita Armitis? of UC Santa Cruz -- You are asking them to go find friends that are really different from them. [Nikole is doing that. ] Power differentials in the friendship.
Gail Weinstein of San Francisco State U. -- students and their parents -- alienate or connect in positive ways --
Richard Tucker of Carnegie Mellon -- bilingual student more open-minded, more tolerant, positively predisposed to diverse others, to different ways of life.
Amado Padilla, Stanford University -- understand generation of the individual, [it's strange to me that] immigrant children are doing better academically than later generations. -- we have to find a climate of acceptance and tolerance for all kids across all generations.
Paul Ammon, University of California, Berkeley -- you can think of the social world as another domain of experience. And so our understandings about things like fairness and what it takes for a group to work well together are also things that evolve over time. So that we can think of another agenda in the classroom as that of promoting social understandings, and ways of thinking about the social world, and the way teachers do business in the classroom. The way they manage the classroom, the way they organize things for learning, and so on, is very important in contributing to that social sort of development, development of social understandings. -- creating a safe environment for learning, for taking risks.
Cynthia Ballenger, TERC / Graham and Parks School, Cambridge, Massachusetts -- students from different cultures may perceive discipline very differently.
Margarita Azmitia, University of California, Santa Cruz -- It's the social stuff that keeps them at school. Parents from different cultures may not want their children participating in certain activities that parents originally from the U.S. would think nothing of.
Connections to Nikole -- She has a lot of friends now. Kids in her ESL class call her "American." Most of ESL class doesn't want to have American friends. She has friends both Spanish and American. She loves to have friends. She doesn't like to be friends with the kids who think they are popular and cute -- just sometimes. She has more American friends and can (participate) talk more with American friends.
Affective:
Main ideas --
Margarita Azmitia, University of California, Santa Cruz -- Language the key to constructing identity -- When native language not allowed -- loss of identity, language loss (problems communicating with parents)
Henry Truiba from University of Texas -- enduring self and situated self -- link to maintain cohesive self -- many identities -- linguistic varieties attached to those identities -- teachers need to inquire, to be reflective, to visit homes of the children
Margarita Azmitia, University of California, Santa Cruz -- group with people like you -- There are things that do not translate to English. Slang another way of identifying yourself in a group.
Richard Ruiz, University of Arizona -- sentimental attachments to history, culture, family -- carrier of identity -- English speakers use language more as a tool -- a proficiency, a skill --
David Corson, University of Toronto -- to negate their language is an act of hostility against the child.
Principles: Nancy H. Hornberger, University of Pennsylvania -- language revitalization-- not losing those ways of seeing and ways of knowing that those languages represent.
Policy: Margarita Azmitia, University of California, Santa Cruz -- limits for low-income kids -- activities, clothes, Also tracking becomes more pronounced. perceived as discrimination -- larger society such as being followed around in a store even thought they have money in their pockets to spend. . .
Learning Domains: Amado Padilla, Stanford University -- The work of adolescents really is also the work of establishing an identity for oneself. I have a place to go to when I'm feeling maybe unwelcomed or as an outsider. So biculturalism is a model that more people are talking about nowadays.
Classroom Strategies: Richard Ruiz, University of Arizona -- I think the most critical factor for me with respect to the education of language minority students is that they not be put on the defensive about who they are. . . . And the cruel choice is this: that they buy into the idea that their language and their culture and their background and their family and all those antecedent conditions are holding them back, are hindering them from school achievement, are creating in them a barrier or an obstacle to getting ahead in the society.
Connections to Nikole -- Nikole wants to be a psychologist (or a ballroom dancer) because she wants to help people and they can talk about their feelings. [She seems to be well adjusted, not blaming or excusing herself. ]
Linguistic:
Main ideas --
Fred Genesee, McGill University -- Language primary way we develop
David Corson -- language the material, the substance in which thinking takes place --
the brain changed by the discourses we encounter in life -- link discourses -- bicultural
Jim Cummins, University of Toronto -- at least 5 years to bridge gap -- under optimal circumstances -- demoralizing tests give message that effort doesn't count --
Fred Genesee, McGill University -- can master content as they master language -- more challenging for older learners because content more abstract -- meaningful and challenging cognitive content -- expectations actually greater for these students because we are expecting them to learn twice as much --
Principles: Yvonne Freeman, Fresno Pacific University -- a basic understanding of second language theory and the importance of the first language literacy. the difference between acquisition and learning. --the importance of comprehensible output as well as comprehensible input. [Is this mainly for elementary teachers?]
Policy: Robert Kaplan, University of Southern California -- We need to learn, as a profession, where these decisions are made, who makes them, and how they are made, and we need to become active in participating in that process.
We need to be sure that the materials we are using are competent to the job that they are being asked to do. You cannot teach people one thing and then examine them in something else, which is something we do all the time.
Learning Domains: Claire Kramsch, University of California, Berkeley -- A discourse is much more than just many sentences put together. It has to do with patterns of meaning across sentences. discourse as a carrier of ideology, carrier of ideas. t becomes equated with ways of acting, ways of speaking, ways of writing, ways of expressing yourself, that have to do also with the way you have been socialized. So James Gee makes the difference between small "d" discourse, which is the way we talk, which is the first definition, and big "D" Discourse, which is ways of believing, acting, behaving, etc. which go together with the ways of speaking.
Classroom Strategies: Amado Padilla, Stanford University -- linguistic broker -- welcoming parents to the school
Connections to Nikole -- At home they speak Spanish. Now people tell her to speak English. She can write in English now. When she tries to write Spanish, she's confused (Spanglish?). She has to erase and do it again. She also sometimes confuses the English and Spanish words as she speaks.
Cultural:
Main ideas --
Roland Tharp, U.C. Santa Cruz -- Impact of culture enormous, but we don't see culture; we infer it. What we do see is how the students interact with us and with each other. They come with complex repetoires. Culture always happens in human interaction. He tells of work with native American peoples.
Principles : Amado Padilla, Stanford University -- Mexico -- idea of parents and teacher as co-teachers of the child not the norm. Lack of authority on the part of U.S. teachers.
Policy: Roland Tharp, University of California, Santa Cruz -- Polynesian
Learning Domains: David Whitehorse, Alliant International University -- native communities /kids -- they have a say in how they internalize information, how they think, and what they do with the information that they get.
Strategies: Priscilla Helm Walton, University of California, Santa Cruz -- And we need to know a little bit more about who is the person that is likely, in a particular culture, to be involved in the education of the children.
Connections to Nikole -- She is from Chile. She has been here a year and about two months. Her uncle came first, then invited their family to come. Nikole with with her dad, mom, and sister. Her dad works for a safe company and her mom doesn't work. She likes not having to wear a uniform at school. She says she is Chilean, but some of her is American.
Age:
Main ideas --
Catherine Snow, Harvard -- High school student who can read much better off than the second grader.
Margarita Azmitia, UC Santa Cruz -- kids as observers --
Linda Harklau, University of Georgia -- acquisition as adolescents more difficult than as children. (Is this contradicting Catherine Snow, above.)
Connections to Nikole -- She is in eighth grade (according to page 2-33).
Limited Formal Schooling:
Main ideas -- Nancy Cloud, Rhode Island College -- students lacking literacy, numeracy, not socialized to spend day in school. What kinds of services do we provide?
Connections to Nikole --
Learning Standards:
Main ideas -- Donna Christian, Center for Applied Linguistics -- second language learners need to not just be an add-on to standards.
Lydia Stack, San Francisco Unified School District -- teachers need to know standards, focus on standards, not on breadth of what they could teach. Equity -- students do the same things, not necessarily in the same way --
Denise Murray, San Jose State University --
Connections to Nikole --
Teaching Standards:
Main ideas -- Roland Tharp, UC Santa Cruz -- 5 basic aspects of pedagogy: teachers and students work together in a productive way, learning the language of instruction, making meaning, must have cognitively challenging activities (unrelenting "pressure"), dialogical instruction. Schools don't look like schools.
Connections to Nikole --
2.1 Focus Student Report Form
Second Language learner to be studied: K.C.
Steps I need to take to get clearance for this study (if needed): I do not believe I will need to get formal clearance. I will ask the student's parents if they will approve if I report for this class about their son, using only first name, or only initials.
My rational for choosing this second language learner:
I selected K.C. because I teach him in two classes, and he is also in my advisory class. He is a smart boy and is polite and cooperative, and wants to learn. During the last month he has had increasing difficulty keeping up with classes, so I am concerned about him.
Steps I need to take to get clearance for this study (if needed): I do not believe I will need to get formal clearance. I will ask the student's parents if they will approve if I report for this class about their son, using only first name, or only initials.
My rational for choosing this second language learner:
I selected K.C. because I teach him in two classes, and he is also in my advisory class. He is a smart boy and is polite and cooperative, and wants to learn. During the last month he has had increasing difficulty keeping up with classes, so I am concerned about him.
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