Several students had clear neat letters while others could barely spell their own names. Those who had trouble spelling their names also had sloppier work. I wonder how much practice time the children spend on writing. I also wonder if some parents encourage their children more than others to do their best work and try hard. [When I was asked] to check off parent's signatures on a sheet [the teacher] had sent home, I had a lot of difficulty distinguishing some of the parent's signatures. I would have liked to see the correlation between students with nice handwriting to how their parent signed. I have an assumption that those parents with legible handwriting have students with neater handwriting. I wish I could see if my hypothesis is correct.

Dan was an interesting child because some days he was extremely good and on other days he was not paying attention and was getting into trouble. When I first worked with Dan on September 30, I noticed that he had a behavior problem because he didn't want to work on his name and he was constantly bothering Chris and Raymond while they were trying to work on their names. I calmly explained to him that he needed to let them do their work and he needed to work on his name. That day he never got on task. I worked with Dan every single week on his name and every week he got better and better. The progression was slow but I'm proud to say that by the eighth week he could right his name perfectly and his concentration was fully directed to his work. I was so proud of him because I knew the first day I worked with him he was going to be very resistant, but it made me feel good to know that I helped him not only with his name but I was also a good friend to him.