ES501_502 Assessment task 3 – Primary School Setting
Daniel
(Retrieved from https://www.noble.org/news/publications/ag-news-and-views/2017/september/values-keeping-farm-kids-safe/)
Daniel is in Year 6 and lives in a rural town in far north Queensland. His parents own a farm and has two older brothers and two older sisters. When he isn’t at school Daniel and his siblings have to assist with chores around the farm, which he enjoys. He spends his spare time riding dirt bikes around the farm and avoiding doing his homework.
Daniel’s family has been in the small farming community for three generations and he attends the local state school, just as his father and grandfather did. His teacher has also been in the town for many years and knows Daniel’s family well from a variety of community groups they have been involved in together. Both his parents and teachers have described Daniel as “a good boy” who does what he’s told and is generally helpful and obedient.
Daniel does not enjoy school. Since starting Year 6 he has found the increased level of difficulty in school tasks to be challenging. His grades on his report cards are only showing a slight decrease, however the behaviour is showing a significant decrease in the last year or two. In particular, Daniel struggles in concentrating on lengthy presentations by the teacher, and in visualising problems which require hypothetical situations. He has experienced a number of instances when he was unable to complete tasks in sport after initially boasting that he would be the best.
Daniels tries to be “funny” and says or acts out a range of ways to impress the “cool kids” in the class, without much success. This has resulted in Daniel being teased by his peers and he can often be found by himself at lunch times. Daniel is known for trying to amuse himself due to boredom and lack of a peer support group and network and this behaviour sometimes gets him into trouble with his teachers, the principal and his parents. Finding and maintaining friendships at school and outside of school can be challenging.
In class, Daniel lacks initiative to engage in learning. A behaviour contract has been put in place for Daniel, whereby if he completes a certain amount of work or tasks, he is able to get points to work towards a reward such as getting extra time on the computer. Daniel responds well to teacher praise and is eager to please, once his behaviour is acknowledged, although this is also the same for undesirable behaviour.
When Daniel goes with his siblings to his local church youth group on Friday nights, he has fun with the other kids who mostly go to other schools. When the youth leaders ask Daniel how he’s adjusting to Year 6, Daniel shares his struggle with school work and peers and asks his leader to pray for him. He doesn’t understand why he can make friends at youth group but struggle to make friends at school.
