Module 2

               One of the realizations that I have come to from Woolfolk is that she wants teachers to understand that teaching is much more than knowing the material but it is paying attention to all of the other aspects of the job. Our students aren't robots therefore when they come into the classroom they are bringing with them their whole person this includes their culture, home environment, learning style, language etc. In all of my placements it becomes much more evident to me that teachers must be attentive of the whole person of their students.
              In chapter 4 of Woolfolk "Learning Differences and Learning Needs," their is a section entitled "Students with Emotional or Behavioral Differences," this is a very prominent issue in schools that I think educators have a difficult time understanding and navigating. Sometimes I wonder if some this can be brought on by a students home environment. With technology on the rise in students lives I think that sometimes it is difficult for students to know how to express their feelings in a way that is healthy. Often times it is not unusual to see parents spending more time with their phones then with their children this results in a loss of parent-child relationship. Their is a student at my school who the school believes has a social-emotional disorder; he is in Kindergarten. He has a very difficult time being in the classroom with other students and is often heard yelling and crying in the hallways. The school has tried many different tactics to try and understand him. He has met with the special education teacher, social workers, etc.I'm unsure of what his condition is but after having a few conversations with him it was evident to me that he is a very bright boy.
             In one of the placements I had a few years ago in a third grade classroom one of the girls had social/emotional problems. She was a young girl who was very hard on herself and from conversations with teachers she did not come from a positive home life. She often became very frustrated during math and would cry and give up. The teacher and I tried our best to encourage the girl. Social/emotional disorders is something that I want to better understand and how to effectively reach students with these disorders because they will effect the students performance in class. I want my students to know how to cope with is in a healthy manner and not develop depression or abuse drugs. As teachers we must be attentive of all of our students in the classroom and make sure that they are ok.
       Woolfolk also dives into the arena of culture and diversity in the school. I touched on this topic in my first module but again it is very important that all cultures are being celebrated. One of the things I believe is lacking in most schools and including my own education experience is the infiltration of culture throughout the whole curriculum. It shouldn't just be one lesson on this particular culture but the curriculum should be infused with the diversity of all cultures. Find ways to incoporate culture in math, science, history, english etc. One example could be to read poetry from various countries or play music in the class that reaches all students. These are small ways to incorporate culture in the class but they make a big difference.

Module 1

              The first chapter three chapters of Woolfolk are about the beginning stages of development and how teachers can best support their students' taking into account their individual students' as well as their stage of development.

        The first chapter highlights what it means to be a good teacher Woolfolk continuously highlights the importance of teachers being aware of student diversity.  "...students in classrooms are increasingly diverse in race, ethnicity, language, and economic level... (pg. 5)" This is true for my placement the students in my class range in race; the school overall is racially diverse. Their are many bi-racial students as well as Black, White, Hispanic, and Asian. Their is also a very active ESL pull out program in the school. Having had conversations with the ESL teacher she celebrates the students first language and their culture but also teaches them English and the importance of knowing English. It is important that ELL's don't feel stripped of their identity. This would be an aspect of good teaching that Woolfolk would promote. The school is also made up of a variety of economic backgrounds and living arrangements. Some of the students in the school are children of teachers and principals in the district while others live with their grandparents who work jobs that provide them with money just enough to support the family. It is crucial to know the background of students and celebrate their diversity.

          When it comes to Vygotsky's sociocultural perspective I think that he had some very good observations about how children think; I agree that interaction between peers is important (pg. 43). I believe that it is necessary to create a warm and welcoming classroom environment where students' can feel free to ask their classmates for help. My teacher helps to create a environment of unity among the students through the morning announcements. During the morning announcements the students gather on the carpet in a circle and would play a morning game after the announcements. I love that she had the students participate in these games because it helps make the students feel more comfortable with one another and gets them moving.

            When it comes to peer interactions I do not notice the formation of cliques. The students all got along for the most part although it is obvious which students are friends. I do not notice any students being shunned or treated negatively. The students are still at a stage in their life where they are able to interact with one another with no problems.

        Through the first three chapters of Woolfolk I have been able to notice some correlations in my placement in the diversity of the students and their different areas of development.

Context for Learning

Trinity Christian College Field Experience Form

Context for Learning

Description of School and Students

About the School Where You Are Observing or doing Field Experience

School Name and City: Red Bridge Elementary/ Kansas City

Type of School: Elementary school

Setting: Suburban

Write your responses to the three questions below in paragraph form.

1.       List any special features of the school or classroom setting (e.g., themed magnet, classroom aide, bilingual, co-taught with a special education teacher, pull-out program).

-some classrooms have an aid

-ESL pull-out program

2.       Describe any district, school, or cooperating teacher requirements or expectations that affects the planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.

-MAP testing, Common Core curriculum

3.       For special education only: List any educators with specialized expertise in the school/district (e.g., specific disabilities, subject-specific pedagogy, English language development, speech therapists).

-social worker, ESL teacher, resource room

About the Students in this Class [Give a brief or one word response]

1.    Estimated percentage of students eligible for free/reduced lunch: 43.9%

2.    Grade level(s):3rd

3.    Number of

a.    students in the class: 23

b.    males: 16

females: 7

c.     English language learners: 2

d.    students identified as gifted and talented: N/A

e.    students with Individualized Education Programs (IEPs) or 504 plans: 2

4.    Complete the chart below to summarize required accommodations or modifications for students receiving special education services and/or students who are gifted and talented as they will affect instruction. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.

Positive reinforcement, IEPs

About the Class You Observed

1.       How much time is devoted each day to instruction in the classroom? Describe the class periods (if applicable)? Choose a content area of your specialty or major. How much time is devoted to teaching that subject?

The Whole day

2.    Is there any ability grouping or tracking? If so, please describe how it affects your class.

N/A

4.       Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.

Common Core Curriculum

5.       List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class.

SMARTboard, coding online resources

6.       What do you know about what your students know, what can they do, and what are they learning to do? What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?

The students have a vast range of abilities; I have students that are achieving at grade level on their math facts and other students that are on the lower end. The district has introduced students to kids coding programs and some students are very good at coding while others struggle with coding. The students’ are involved in extracurricular activities and enjoy talking about those whether they are sports or clubs. There is a wide cultural background in my classroom; African American, bi-racial, Asian, White, and Hispanic.

  

7.       Describe one teaching event. What best practices in teaching were used?

One of the practices that I like that my teacher does each morning are morning meetings. Although it is a 3^rd grade class she tries to build a unity among the students. Each morning during morning announcements they go to the carpet and play a morning game. This creates a community within the classroom and offers the students a chance for movement in the classroom and energizes their mind before they begin learning.