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Class Context

A large proportion of the students are Hispanic. Some of them were born in other countries and came to the u.s. Many of the students come from low-income families and some of them also come from abusive homes. My teacher has conferences with the parents frequently to get to know what is going on in the student's home.

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26 views

Class Context

A large proportion of the students are Hispanic. Some of them were born in other countries and came to the u.s. Many of the students come from low-income families and some of them also come from abusive homes. My teacher has conferences with the parents frequently to get to know what is going on in the student's home.

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api-313893599
Copyright
© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
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Class Overview based on observations and data

Use readings from the past to describe your class of students:


Taylor & Whittaker; Bridging Multiple Worlds; Delpit; Nieto; Understanding Culture Brief; Hoeksema; Petersen & Hittie; Pearson
202 book; Woolfolk Chap 2, 3, 5; Levine
According to Delpit, if the teacher does not understand the students culture then it will create a
barrier between the student and teacher. My teacher has conferences with the parents frequently to get
to know what is going on in the students home and what their background is so that she can teach and
Culture
care for them most effectively. Many of the students come from low-income families and some of
them also come from abusive homes.

Race & Ethnicity

Social SystemsPeers & Family

Moral, Spiritual, and


Faith Development

Attention & Memory

Language

Motor &
Spatial/Sequential
Ordering

A large proportion of the students are Hispanic. Some of them were born in other countries and came
to the U.S. and others were born here. There are two African American students, and five Caucasian
students.

I have not noticed that there are a lot of cliques in my class. I think they may be too young for that yet.
There are students who Woolfolk might categorize as rejected because They often misunderstand the
intentions of others assign blame, and act aggressively on their angry or hurt feelings. (p. 83).

I think that a lot of the students are at a stage of moral realism. According to Woolfolk moral realism
is the stage of development wherein children see rules as absolute. (p. 100). I think this because I
have noticed a lot of tattling in my class. If a student breaks a rule in any small way another student
will tell the teacher on them even if it is not significant.

There are some students who have trouble focusing so they sit by themselves sometimes to do their
work. I have noticed that the teacher switches activities fairly frequently, and I think this may have to
do with keeping their attention. According to Levine, children need to sustain attention long enough
without overdoing it. (p. 73). To help students remember their lessons, the teacher does a lot of
review sessions and asks follow up questions to help students put the information into their long-term
memory.

A lot of the students can speak Spanish and English making them bilingual (Pearson, 2013, p. 329).
The students are not discouraged from speaking Spanish in class. There is one student who cannot
speak very much English so the other Spanish speaking students translate for her frequently. In the
classroom they have books in Spanish and English. A lot of the signs in the building are in both
Spanish and English as well.

I have noticed that there is a wide range of graphomotor ability (Levine, 2002, p.173). Some students
have very clear handwriting and others I can barely read it at all. I have also noticed that some students
have trouble gaging how much room they have to write a word, so sometimes they run out of room.
This would probably indicate some spatial issues (Levine, 2002, p. 163). They also do an activity
every week for social studies where they have to put different events in order. For most of the students
this sequential activity is fairly easy and they are able to tell which event goes first and which goes
last.

An example of higher order thinking that I saw in my classroom is the teacher read a book and then
asked the students what they would do if they had the characters problem. This shows problemsolving skills.
Higher Order Thinking

Ability & Disability

I have found that several of the students are on ADD medication. One student calls them his focus
meds. The students are divided into math and reading groups by ability. The teacher works with each
of these individual groups so that she can go at different paces with them. One student spends a
proportion of his day in special education because of a speech delay and defiance disorder.

Create
Evaluate
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Understand

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