This boy was trying so hard to fit in with the other boys and wanted to be like them and perceived them as popular. The boy is not in the clique of the other boys he was working with. I noticed he usually does not talk to them and they do not talk to him. In this instance, I was sitting at a table with the boys as they were drawing a dog sled. The other three boys were all taking part in the drawing and this other boy, every chance he could, would try and get his pencil in to draw too. All this boy seemed to want was the other kids to approve of his ideas and his drawings. Bronfenbrenner’s talks about microsystems. In this case, his peers where the microsystem that was being affected here. This boy is not similar to the other boys and through the peer selection process they were not friends and he was not a part of their clique. As the helper in the classroom, I tried to encourage the group to work together and take everyone’s ideas and drawings into account. As the students nominated who was going to start drawing their bigger picture, they all pointed to one kid. I have noticed through my time that he seems to be fairly popular in the class and always does really well with his assignments. This was a great example of sociometric popularity, I believe he was nominated simply because he was popular. I heard some of the other boys commenting on how bad they were at drawing. …show more content…
In school, my teachers had to work hard to help me make connections. I needed to be able to connect everything to real life situations that the knowledge would be needed. Sometimes it was difficult for teachers, but they always were able to connect the new knowledge to something I already knew. I was also a very experiential learner. If I was able to do hands on activities, I was more likely to understand the information. As a teacher, you need to incorporate multiple teaching styles so everyone can succeed in your classes and learn the information (Bohlin, Durwin & Reese-Weber, 2012, pg.