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Some students are more shy, and they do not interact as easily with other students. There are two students in The Class who are Jehovah's Witnesses and that creates some differences for them in the classroom. Most of the lessons involve the students either sitting in their desks or on their designated spot on the carpet.

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36 views

Contextoptionsword

Some students are more shy, and they do not interact as easily with other students. There are two students in The Class who are Jehovah's Witnesses and that creates some differences for them in the classroom. Most of the lessons involve the students either sitting in their desks or on their designated spot on the carpet.

Uploaded by

api-213637986
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Context Options The Class as a Whole Variables

Class Overview based on observations and data

Most of the students are very social. They enjoy being with their other classmates and it is clear to see who is best friends with who. Some students are more shy, and they do not interact as easily with other students. This causes some difficulty in the classroom because students will be cliquey and only want to work with their friends and other students will be left out then. These social students are also a lot more chatty in the classroom and sometimes over-shadow the quieter students in group activities. There are Individual differences also two students in the class who are Jehovahs Witnesses and that creates some differences for them in Oakes/Lipton (174-178) the classroom. For example, they will not accept valentines, birthday treats, or any other gift of any Levine (299-302, 321-327) kind.

Cognitive and Neurodevelopmental differences Bridging(161-166) Oakes/Lipton (170 - 172) Levine (246+ & Table of
Neurodevelopmental Constructs)

Attention, Higher-order Cognition, Language, Memory, Neuromotor Functions, Social Cognition, Spatial Ordering, Temporal-Sequential Ordering, and Cross Construct Phenomena. All of the students are pretty self-focused. They like to express their opinion and like to have their needs met. It is impressive how accepting they are of differences. There is little bias in the classroom because it is already so diverse.

Learning style differences Levine (27-50)

Most of the lessons involve the students either sitting in their desks or on their designated spot on the carpet. Most students seem to handle this well. They are very lecture-style learners and prefer to do work individually, but having help at hand when they need it. There are a few students who are very artistic. They have an eye for color and move slower than other students because they want everything they do to look perfect. The students are all on different levels when it comes to writing. Some can write neatly while other have varied sizes of letters and crooked lines. Some students also can get their writing done much faster than other students because they dont have to make nearly as many corrections as the other students. The students also have a large variety of reading abilities. A few can read chapter books, while some are still struggling with simple picture books. There are also students who excel in Math. Different subjects are more easily tackled for different students.

Students with disabilitiesIDEA Bridging(156-162) Oakes/Lipton (295-6 &303ff)

There are two students in the class (D and K) who have a teacher aid with them in the classroom at all times. K has Hyper-Active Attention Deficit Disorder and tends to shout out in class every once in a while. He is regularly taken out into the hall with his teacher aid to either jump on a trampoline or to run up and down the halls. She also will take him outside to help him with his homework individually as he gets distracted by the other students very easily. D is quiet and does not pay attention to what is going on in the classroom. The teacher aid will sit by him in class when shes not with K and help him with his work. He also has ADD and many social issues. At the beginning of the year he had to have his desk separate from all other students and had to have a wall around him. He has come a long way since and now sits in a group and will occasionally speak in class. D is taken out of class every once in a while by a tutor.

Gifted Students Bridging(162-166) Oakes/Lipton (295, 302327)

There are a few students who do much better at paying attention and following along with the lessons. M, S, H, and C are the students that come to mind. They are rarely a distraction in class and stay involved in the lessons by raising their hands and answering questions. Many times, it seems like these students can take over the lesson. I would like to provide options for these students to move quicker than the others, but also giving them the opportunity to help other students who are slower than them.

Most students are more lower-class. It is clear that some students have more money because they have better supplies than other students and nicer clothes. Many students are new to the country and Social Class differences therefore seem to be just making ends meet and their family begins to settle in. Make sure to bring Bridging(185-210) whatever is needed to the classroom if it is not already available to them there. Oakes/Lipton (9-25) Levine (225-244)

Ethnic & Racial differences Bridging(103-121)


Oakes/Lipton (55-65, 94-104)

HUGE variety of races in this school. In my class there is not really one majority. There is an equal mix between white, hispanic, Asian, and African American students. There are also a few middleeastern students in the class. Because there is such a wide variety and many different beliefs among the students and their lifestyles, make sure to incorporate common understanding so all students can participate to the fullest. Incorporating the students different cultures may also help the students who have just recently moved to the United States. Other students also enjoy hearing about the different cultures among other students, so that they may understand more about that student.

Gender differences Bridging(212-224) Oakes/Lipton (277-278)

Equal boy to girl ratio. Because they are at a young age, some students are hesitant to work with the opposite sex, but this has only happened once. This may simply be because of differences among the two other than their gender. The students have pre-assigned partners by their teacher, and their gender is not a factor in who is whose partner; it is based on their ability to work together. I will continue to have the students interact with each other regardless of gender. There are eight ELL learners in the classroom. All eight get special help and are taken out of class from time to time. Four are severe ELL learners; they have great difficulty with the English language and clearly have little to no idea whats going on in the classroom without help. One student in particular only speaks Swahili and I have yet to hear him speak an English word. These four students are taken out of class a lot to work on building their English vocabulary, and I have noticed change even through the short time I have been there. I will try and have an activity where they can at least follow along until I am available to give them special attention and help. This can be done by using a lot of visuals so that they feel comfortable and can at least visually identify with the word. This will also help with their development of the English language as well as helping them follow in the lesson.

Language differences Bridging(125-153) Oakes/Lipton (197-202)

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