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CFL Reflection Portfolio

The students in this first grade classroom are academically behind in reading, math, and critical thinking skills. Their language development varies, with two English language learners and some students receiving speech assistance. Socially and emotionally, many students struggle to handle their feelings and often lash out physically or shut down. Most students come from very difficult home lives with little parental involvement or support for homework.

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77 views3 pages

CFL Reflection Portfolio

The students in this first grade classroom are academically behind in reading, math, and critical thinking skills. Their language development varies, with two English language learners and some students receiving speech assistance. Socially and emotionally, many students struggle to handle their feelings and often lash out physically or shut down. Most students come from very difficult home lives with little parental involvement or support for homework.

Uploaded by

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Amber Sage

TL 490

Context for Learning Reflection


a. Academic development (e.g., prior knowledge, key skills, ways of thinking in the
subject areas, developmental levels, and other special educational needs)
a. Academically, most students are struggling and are way behind where they
need to be to move onto second grade. Reading abilities are very low, math
skills are lacking, and many struggle with critical thinking. They know how to
count to 100 and most can count by tens. Most students know how to
decompose a teen number and add or subtract from it using circle groups.
Some are at reading level and many are very well below it.
b. Language development (students abilities to understand and produce the oral or
written texts that are part of the instruction)
a. The language development of students in my class varies. There are two
English Language Learners, four students that go out for speech twice a week,
and some students are excelling greatly. The ELLs can understand and
produce most of the text put in front of them and can fairly easily follow
directions given orally. The students that have speech problems, also tend to
have a difficult time understanding the text. So they are struggling readers and
also have difficulties producing orally. The excelling students are both good
readers and have no problem reading aloud and producing the text orally. I
have seen some development in many students over the last few weeks and
hope to see more as I finish off advanced practicum.
c. Social and emotional development (e.g., relationships with each other, expressing
themselves in constructive ways, engaging in collaborative learning, contributions to
a productive learning environment)

a. Seeing the social and emotional development in my classroom has been eye
opening. The last few weeks, many of the students social abilities have
actually gone down. Most of the students cannot handle their emotions. This
results in lashing out, throwing things, screaming, crying, running around,
hiding, and hitting. These are first graders, and to an extent, this is to be
expected. But I have never seen a group of students with so many behavioral
issues. Every single day, someone lashes out and hits someone or throws
something as they scream across the room. Some students are very good as
ignoring and communicating their feelings with their words. This helps the
other students calm down, generally. Sometimes it makes it worse. Students
have been working on their social skills intensely. Using their words and signs
to show they want someone to stop, is being taught constantly. Often, we see
students putting their hand up to tell someone to stop whatever they are doing.
This generally follows them saying something like I dont like it when you
do that. This technique works often, but not always. Many students also shut
down completely when they feel upset or frustrated, sitting in the corner alone
and refusing to speak. I have not found a way to get students out of this yet.

d. Family/community/cultural assets (What have you learned about your students


everyday experiences, cultural backgrounds and practices and intents?)
a. I have learned that about 90% of students in my classroom have very rough
home lives. They share many stories with us, and their parents are rarely
involved in the class room. Students often arrive home empty homes and are

home alone for hours in the evenings. They have no help with homework and
almost never bring back fully done homework packets. They are supposed to
do what they can on their own, but many cannot read, and therefore cant
comprehend the directions. They can fill in number bonds and do some math
equations, but anything with reading is generally skipped. These students
dont have the support they need at home.

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