Hello I am Tawana Wiggins. I am a senior, Psychology major, graduating in December. My email address is wigginst@canisius.edu. I am doing my PSY 498D Practicum at CleveHill Elementary School. My supervisor is Mrs. Brenda Wagner. HHer email address is bwagner@clevehill.org, telephone # is 716 836-7200 ext 8202.

I am excited about being in the school.


Tuesday 9/5/06 830-3.
This was the first day of school. Today I basically was introduced to a lot of the staff. I also was able to help comfort some crying kindergardeners who were a little nervous about there new surroundings. I helped second graders get set in their new class rooms. For the majority of the day I shadowed and helped Mrs. Wagner prepare for this school year. We hung up Character-Ed posters in the auditorium. We revised a letter that would be going out to parents in regards to divorced or separated home, "banana splits." I also helped construct a mass letter that would go out to parents describing the Character-Ed program. Mrs. Wagner and I spoke more about what she did and what would be coming up this school year.
At the end of the day I helped the kindergardener teachers get the children prepared for dismissal and escort them to the correct buses.

Thursday 9/7/06 830-3.
Again I helped kindergardeners and new students with adjusted to the new school setting. For the majority of the day I read the rules and procedures of the school and the school counseling program. I ran some errands to prepare for some programs that would be lead by Mrs. Wagner, the school counselor. Mrs. Wagner and I spoke more about the requirements and education needed for her field of work. Then at the end of the day I helped with the kindergardeners.

Tuesday 9/12 830-3
Today I attended a character Education program for 5th graders. Topic of the month is RESPECT. For the assembly, I greeted and handed out tickets to the students as they entered the auditorium. I also helped construct groups, using permission slips, for the "banana spit" program. (divorced households) I sat in on a session with a child who suffered from anxiety. The child was concerned about the new school year and new responsibilities of school and home. I listened and took mental notes as Mrs. Wagner (Brenda) talked the young girl thru her nervousness. I reviewed a behavior chart, which monitors the behavior of children that often times lack proper classroom and home good behavior skills. Then I sat in on a session with a child in the "Good Behavor" program. This program is geared to promote good/expected behavior and then rewards are given upon certain aggreed points. In Cleve-Hill the staff is very focused on created a safe and happy enviornment for the students. There are several activties and flyers around the classroom and school discouraging bullying. Students are made comfortable to advise an adult if they or someone else is being bullied. I was able to review and help construct a group (who have bullied in the past year/s), to help turn their actions into positive ones, by way of discussing and working on better social judgement and empathy, and to hopefully stop the bullying.

Tuesday 9/19 830-3
Today I participated in a careers for me session with 4th graders, we discussed careers and family experiences. I also participated in two new student "meetings", second grade and third grade, each student got a "New Student" packet. There were six new second graders and six new third graders. In this meeting we discussed, who and what school counselors are for, the reasons why you should see the school counselor. We talked about the character word/action of the month, RESPECT. We also discussed important staff members, prinicpal, asst. principal, libarian, nurse, office secretary, art teacher, music teacher, gym teacher and their ow teacher. We also reviewed the rules at clevehill and the school promise. I watched Brenda lead a session on bullying and conflict resolution for a third grade class.

Tuesday 9/26/06 830-3.

Today we had a very busy day. I sat and observed a banana split group of fifth grade girls (Children of divorced/non-traditional household, parents who have children from previous marriages, household where one or both parents are not present due to death, jail, abandonment, relocation etc.) I then attended another “Career for Me” lesson for a fourth grade class. I had the opportunity to observe Brenda talk to a child with behavior issues. The child was removed from the class for being disruptive. Brenda coached him through good decision making. I really enjoyed this part of the day where I had the opportunity to participate in a story and discussion about good listening in a K-1 special education class. To take a little break from the classroom, I completed Respect Certificates for students who were “caught” by a teacher for while displaying the Respect Character trait. I attended a fifth grade class where we completed a worksheet and discussed leadership and good behavior. I then, observed Brenda talk to a child who feels she is being bullied. A young girl came into Brenda’s room to talk about the stress and her feeling about moving and having to attend a different school in December. There was another student who is on the good behavior program who Brenda had to speak with. The student was upset and was sent out of class for throwing a temper tantrum and disrupting class during a test. He felt he didn’t know the answer to a question on a quiz, so he started moaning and whining. Brenda spoke to him about what’s expected of him and got him to talk about other ways he could have handled this problem. I helped lead a fifth grade class in a self assessment packet. This was fun, I had an opportunity to speak and interact with the students. There was a student that came into Brenda’s office to talk to her about her sister, who was just admitted to a psychiatric treatment center. A fourth grade girl came to Brenda concerned about being bullied and to report being threatened in Gym class by the bully. The young student wanted to discuss solutions. She agreed to be in a group meeting with the bully.

Thursday 9/28/06 830-3

We started the day off with a boy fifth grade banana split group. I watched Brenda speak to a child that has been missing excessive amount of school. Brenda and staff are concerned about home situation. There have been some disturbing things reported to be happening at his house. Brenda mentioned the importance of being in school. They discussed the visitors that frequent his home. There was concerned about a convicted pedophile who is a close friend of the family. The student rarely looked at Brenda in the face, unless he was volunteering information. He also seemed to change the subject when a disturbing topic was being discussed. Then I attended a fourth grade class career planning session. Attended a fifth class and observed a session of self assessment. A young fifth grader came in the office upset about other girls in her class who are spreading rumors about her and making fun her. She also brought up issues about her living situation and mother’s drinking problem. The young boy that is on the good behavior plan visited the office to show Brenda his report from Wednesday, (which was very good). At the end of the day we attended two kindergarten classes and did a session on listening. We discussed what you need to be a good listener. We provided example of good and bad listeners, the children enjoyed that part. Then we read a story about good listening bears.

October 3, 2006, Tuesday 830-3

Today we held a “Banana Split” girl fifth grade group. In this group we constructed family trees (to help the girls feel comfortable with the fact that they were not the only ones with a non-traditional family setting.)
I participated in the October Character trait (Responsibility) Assembly, where I handed out the certificates to the September Character trait (Respect) Award winners.
I attended and with a career for me 4th grade lesson, where the students completed a like/dislike assessment. Example: I like the outdoors (circle if yes), I like to draw. Etc.
I then had the opportunity to sit in on a session with a fourth grader who had issues with telling the truth.
I enjoyed evaluating and analyzing answers from a 5th grade self assessment of being a better student worksheet. It was fun seeing what and how fifth graders (10 year olds) think. I analyzed and charted what the majority said a “bad student” was per class; I also compiled (per class) what they felt they needed to improve in school. This completed the day. 

Tuesday October 10, 2006 830-3

Today we started working more on the family trees with fifth grade girls, with intentions on finishing. The girls ended up talking about their fathers (who are deceased). This was good, healthy talk.
I sat in on a session where a third grade (9 year old) girl was upset about missing her mom. Her mom works long hours. The little girl suffers from separation anxiety. Staff is concerned about the child also has an eating disorder.
I completed letters and certificates for more September Character trait (Respect) award winners.
From the assessment chart, I completed last week, of what 5th graders said makes a bad student and what areas they needed the most improvement. We came to the consensus that the majority mentioned controlling their anger and temper. Brenda and I looked through files and books to come up with a lesson on anger management.
Today was also fire prevention day, and I actively participated in the elementary school (K-5) fire prevention program. This program involved some fire officers coming in with a mascot fire dog. The demonstrated how to call 911 to report a fire emergency with a 911 simulator. Then we distributed fire has to all students along with a sticker worksheet to help the students map out two safe escape routes in the event of a fire at home. This concluded the day.

Thursday October 12, 2006 830-3

Today was a very involved day. I really enjoyed this day.
We worked on and finished the family trees with a group of fifth grade boys. The children were excited and fascinated to see how other classmate’s trees were extended. I was amazes to hear how much the young boys knew about relationships, divorce, separation and infidelity, (in a sense, mom’s having babies and dad’s not taking responsibility.) I really like how Brenda is open and honest with the students. (In the sense that she is truthful, letting the kids know that there are certain situations, like kids who don’t know and never knew their fathers.)

We completed the job cluster part of the career planning packet with a fourth class.

I also sat in on a session with a fourth grader where she was upset and concerned about a 5th grader saying mean and nasty things about her friend. The young girl agreed to confront and discuss this issue face to face with the fifth grader, so we set up a meeting time when the students could have a group meeting to talk. I sat and observed a session with a fifth grader who was having trouble with homework and school work. Parents are extremely strict and expect straight A’s. We spoke to him about what parents expect and what happens if he doesn’t meet their expectations.

We had a meeting in the Assistant Principals office to discuss proper behavior with two boys who were spotted by a lunch monitor, saying cruel things about another student. We discussed with them how it’s not what you say but how you say it.

I sat in on the discussion with the two girls (4th & 5th graders), who wanted to work out the situation where the one girl (4th grader) was upset because the 5th grade girl was bad mouthing her friend.

A 5th grader came in the office to discuss things going on at home with her alcoholic mother. The student wanted to call her law guardian.

I attended a meeting to categorize fitness fun groups and work out programs, for targeted students. (ex. Children who are obese/or on the verge, lethargic, have self esteem issues and behavior/discipline problems)

My favorite part of the day was when I had the opportunity to plan and lead a lesson on responsibility for a second grade class. I planned my lesson from a Character Education book in Brenda’s office. I spoke about where and when you should be responsible. I had the children participate telling me about when they were responsible, who should be responsible. I gave examples and had the children respond those examples. The objection I came up with was: Students will learn that responsibility is an everyday, all the time characteristic in order to be successful. The method I used was class discussion derived from a character education book, question and answer session, where I ask the questions and the students provided the answers and we played Responsibility BINGO, the winners won a pencil. We ended the lesson with a song, “If you’re Responsible and You Know it Take a Bow.”

School closed 10/13-10/20

Tuesday October 24, 2006 830-3

We started the morning off by playing a game , "Kids are Special People", with the fifth grade giirl banana split group. The game is designed to help children cope with divorce, seperated parents, having a single parent, deceased parent etc. The girls were able to discuss what parents look like when they are angry, visits to the other parents house, loving both parents, how kid can cope with seperation or divorce, how kids feel when parents fight over the kid, how does that make the child feel and what they can do about it.

We spoke with a girl about mom hitting her sister after arguing with her siste's dad, if it was her mom acting out of anger or if her sister was misbehaving. We also spoke with her about her step-father and her relationship with her father (who lives in VA).

This week was "Red Ribbon Week" (Drug Free) and I distributed red ribbons to each class along with making the announcement reminding everyone to wear red the next day.

I participated in a group discussion with Brenda (the school counselor) and Sue (School Psychologist) about a young boy who's mom was diagnosed with MS right after she and his father divorced. We discussed how his father was not very good at following through with his promises. The kid says he sees his dad every week, when he really doesn't see for months at a time. The kid is certain that he is handling all of this OK, when it is noticable that he's not. He is in counseling now.

I assisted in delivering a lesson about feelings to a kindergarden group. For this lesson we a "Bear Chart," where there were stuffed bear faces with different expressions. To facilitate this excercise there were cards that had scenarios, ex... "When My mom is sick, I feel....." The children answered how they would feel, we discussed that feeling along wih other feelings that may apply. Then we matched the face wth the feeling. Later in the day I had the wonderful opportunity to deliver this same lesson to a special Ed kindergarden group, by myself. THIS WAS GREAT!!!

I then sat in on a session where a fith grade boy was overly upset with a teacher for yelling at him about something that he felt he did not do. I helped calm him down, we discussed the problem then helped the child write his teacher a letter.

Thursday, October 26, 2006 830-3

This morning we started the day off by playing the “Kids are People Too” game with a fifth grade Banana Split group of boys. We had the opportunity to discuss, How would you say your dad is better then other dads?, What is one thing that you would like to take after your dad?, Discuss why it is or is not good for a divorce., Tell about a special time with your dad., How would a child feel if one of their parents were to marry someone else?, What are two things you could do to make your mom happy?, What is the toughest thing about your father?, Act like your father., How does it make a child feel when a parent makes a promise and doesn’t follow through with it?, Show or tell how a child may feel when parents split up.

Brenda and I met with Pat, the Assistant Principle, to discuss an incident where a group of fifth grade girls were ganging up on another fifth grade girl. This has been going on all year and Pat is fed up with it. Pat wanted us to set up some time of mediation to try and eliminate this problem and to discuss with the girls no tolerance, the rules of being nice and respectful as well as to warn them that there will be consequences. We were able to talk to the “victim” and get the gist of the story and to continue to reinforce her behavior on handling these problems. We also were able to speak with the other girls, “bullies,” individually. We discussed all the things that Pat wanted us to discuss with them. We also talked to them about consequences in life, how there are small ones the younger you are and the older you get the more sever they get. We told them that being nice is free but being mean costs. We discussed some ways that we could solve these issues.
After words Brenda and I talked about weather or not we should try and set up group mediation between the girls, I felt that it was necessary to make these girls accountable for their actions, since there was obviously some lying and blaming between the bullies. We emphasized that it is not always what you say but it’s how you say it.

Brenda and I had some time to discuss some past issues that involved students and parents and how they were handled. Things like eating disorders, children who shows absolutely no empathy, abuse and reports to CPS.

We spoke to a third grade girl who was upset coming in to school and wanted to let Brenda know about her mom pinching and hitting her.

Because it is still Red Ribbon Week, I handed out Drug Free coloring books to 1st-5th grader classes.

I attended a SST (Student Support Team) Meeting, which involved, the student’s teacher, principal, assistant principal, other teachers (reading, math teachers etc.), School Counselor, School Psychologist and Speech teacher (if needed). We first discussed a third grade girl who is academically struggling with current instructional/academic placement and lacking necessary skills. This student has been moving her whole academic career. The team decided to have the student tested as being a student with speech difficulties then go from there. We then discussed a fourth grade boy; the teachers notice he has severe needs. He’s a new student to the school and he is below the lowest reader. This student lost his younger (4year old) brother in a house fire just a few months ago. This tragic event causes him to feel sad even angry and he tries to cause harm to himself. We looked at some writing where he was much focused and he still performed poorly. He also has a very noticeable tremble.

Brenda and I spoke with a fifth grader about being bullied by two other boys. These boys were calling him names, picking on him and nagging him. We gave some suggestions on how he could further continue to handle this problem, continue to try and handle it on his own, having us talk to him separately or setting up a mediation process with all three boys. The student wanted to set up the mediation.

At the end of the day we briefly met with a young girl (3rd grader), who recently lost her grandmother, to check on her and see how she was coping.

Tuesday, October 31, 2006 HAPPY HALOWEEN! 830-3

In the morning I completed character of the month (October- Responsibility) trait winner certificated for grades K-5. Through out the day I participated in multiple Haloween Activities, K-2 and 3-5 Haloween Parade and Assemply. I was invited to participate in a 2bd grade Haloween Party (My son's classroom). During the party I helped distribute treats (yummy) and kspoke with their teacher about teaching requirementt and the reciprocity it had with school counseling, her sister is a school counselor.

Tuesday, November 2, 2006 830-3

WOW! Today was a busy day. In the morning I observed a 5th grade boy banana split group play the “UnGame.” In this game there are no winners or losers. This game allowed the boys to tell a little about themselves. Example Questions: How do you cope with life?, Tell you experience with death., Tell something you believe about love., and Say something about child abuse. It also allowed them to make a comment about other players. This game also allowed them to ask questions about other players. The game had them talk about stress, love and death.

We spoke with a special Education 4th grader who was being picked on and antagonized by another (Non-special Education) fourth grader. At Cleve-Hill, they practice “inclusion”, so this kid is in the same Art, Music, Gym and Library class and rides the same bus with this bully. We spoke with the parents of both students and set up a time to speak with the bully.

Brenda and I met with the Assistant Principle about a child who was struggling with the loss/death of her father who passed away a year ago.

I again had the wonderful opportunity to give a lesson on responsibility to a second grade class. For the lesson I engaged interactive conversation about where and when to be responsible then I played Responsibility Bingo and awarded prizes.

I completed letters to go out to parents of kids who were recommended by their teacher to participate in Social Skills and/or Anger Management groups.

I also was asked to develop a fairness (November Character Trait) quote for the Elementary School Newsletter, which is constructed by the Assistant Principle.

I listened and observed Brenda call in a Domestic Violence/Child Endangerment case into CPS. After the call we discussed the dynamics of a CPS report, When, Why and how to place a call.

I assisted Brenda in a lesson on Anger Management for a fifth grade class. The lesson covered the body’s hot point when someone is angry. What to do when you feel yourself getting angry and what is and is not acceptable behavior. He children then filled out their own personal survey about different situations and who contributes to their anger.

I sat in on a session with a fifth grade girl who was upset and worried about her older brother going away to college next September. The student made a scrapbook for her brother and we looked through it with her.

We then gave a lesson on Bullying to a third grade class, the lesson covered the “True’s” and “False” bout bulling. We played bully BINGO.

At the end of the day we checked in on a second grade boy who had been missing accessive days of school and being tardy. The child was not sick, just missing school.

Tuesday November 7, 2006 830-3

This morning was another Banana Split morning. We played a game that infolved cooperation game, "The Secret Door." The group today was a 5th grade group of girls.
I actively participated in the Character Trait (November- Fairness) Assembley for grades 3-5. I distributed October's Responsibility award winer certificates to students. I also distributed tropheys to the district wide winners for Fire Safety.

I attended a Reader tutor training for a tutor program I will participate in that will invovle tutoring reading for grades 1-5.

I helped create a Responsibilty Reward Incentive chart for a 4th grader who has been slacking on his school suties.
I then soley created a punctuality Reward Incentive chart for a second grader who has been displaying punctuality issues.

I sat in on a counnseling session with a 3rd grader who has self esteem issues that effect his behavior in class.

I participated in a meeting with Brenda and Pat, the assistant principal, regarding a child that is experiencing a nasty divorce between his mother and father.

Talked with Brenda regarding child abuse and sexual assault on children, and how you handle those issues in school.

I helped excecute a bully lesson to a 3rd grade class.

I spoke with a girl who was upset about loosing her purse.

Tuesday November 9, 2006 830-3

This morning we checked in on a third grade girl who suffers from seperation anxiety with her mom. The rest of the day was a pretty much errand day. We filled out certificates. Made copies for 3rd and 4th grade banana splits permission slips. Pu things in Teachers mailboxes.

I attended and observed an SST: in attendence, Principal, Vice Principal, School Psychologist, School Counselor, Teacher and Reading specialist. The focus was on a 5th grade boy who was performing below level.

We then met with a fourth grade, who we developed a behavorial incentive chart for. We wentover and reviewed the chart with him. Then we prepared for a meeting with his parents.

We then met with another kid who has been having issues with being on time for school because he feels school is boring. There is a concern about his social responsiveness. (social introversion) He feels that he has nothing in commenn with others. He also fantasises alot.
After the child left the room we discussed the some things about him and the things he told us.

Tuesday November 14 830-3

We started the morning sorting through student mentor referral forms. I comended a third grader, who has behavior issues, on his behavior according to his behavior chart. He comes to Brenda's office daily, whether the chart us good or bad. Brenda stepped out of her offfice, so I was able to fill in for that small, yet important task.

Helped planned a 3rd grade lesson on bullies. (I statements and a skit)

I sat in a session where a 5th grade kid was punching himself in the nose, making it bleed, as a means to escape the kids who were picking on him and get permisson to go to the nurses office. We discussed what else he could have done. He told us about a time he did this before when he was blammed for something that he did not do. We also discussed some things that could happen (breaking your nose) if he continues this. We then started to discuss his feeling and sadness of missing his father who is incarcerated. We allowed him to talk it out and cry. Brenda caled his mom and scheduled a time they could talk.

SPoke to a 3rd grade boy who has a behavior problem (Brenda has conducted a behavior incentive chart for this kid) and was sent out of class for reading a leisure book during class teaching time and disrupting the class when the book was taken from him.

I observed and participated in a meeting with the Assistant Principal, Brenda and a student, where social introversion was a concern. We discussed some types of motivation to get him to look forward to coming to school, some ways he could feel challenged, how he could get involved and interact with other kids.

We spoke to a girl about her dislikes toward a classmate and her disruptiveness and rudeness in class during a lesson.

We had an in depth conversation with a fourth grade girl, known to be a pathologic liar, who left a very threatning disturbing in another girls desk.

I assisted in a bully lesson for 3rd graders. We used I messages; Name:; I feel....; when you..; I wish you would....

At the end of the day we spoke with a girl who is bothered by a conflict she is having with a classmate.

Thursday November 16, 2006 830-3
LAST DAY!!!

I am really going to miss this place. I hope that I find a job in a school as great as this one. I really enjoyed this internship.
Today we started the morning by talking with a student who had a conflict with a classmate and some racial names were said. Brenda discussed the issue with the student and how it is inappropriate behavior.

I was able to listen and observe another Child Protective Services (CPS) call. Later I had a chance to meet the CPS worker.

We spoke to a fourth grader about his grades and behavior/reputation in school. We discussed his struggles in Science and Social Studies. We were merely checking in with this kid because he was recently suspended from school for kicking a classmate.

We met with a third grade girl who was afraid because she was being bullied by a fourth grader. We advised her that we would speak with the girl.

I attended and observed an SST meeting. In attendance were the Principal, Asst. Principal, School Counselor, School Psychologist, Teachers who interact with the students being discussed, Speech Pathologist and Reading Specialist. In the meeting we discussed a 4th grade girl who is below academic level and has been crying daily in school, her mind often seems to drift away in class. The child can spell but has a difficult time reading; also she can comprehend after a sentence is read but anything more then that she has a hard time. For this child I had the opportunity to review a group Stanford Benet test done on her. We then discussed a 3rd grade girl (who repeated 2nd grade). This child was referred for SST discussion because the mom thinks the child has some auditory issues at home. Her grades seem to be on target, with the exception of reading she’s not failing but she’s low. The mom seems to be a bit pushy and wants her daughter to be where her son, who’s in the 6th grade, is. The child has a low level of self confidence. The mom is pushing testing.

Cleve-Hill does something called an “Angel Tree” for families that display need around Christmas time. I got to see how this meeting/planning was conducted.

I had a GREAT opportunity to teach the Bully lesson to a third grad class. How to use "I messages" and I had the children perform a skit.



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