Amber Jordan 1

Contextual Factors ECED 429 Classroom Factors:

1. Physical Features: Mathews Elementary: Mathews Elementary School is a school with five hundred and ninety eight students. These students are placed in mainstream classrooms, Montessori classrooms, and resource classrooms. The theme of Mathews Elementary School is Teamwork Makes Dreams Work! The school has a motto, Where Children, Think, Dream, Believe, and Achieve. There mascot is Matt the Bulldog and there colors are blue and gold. They have a computer lab, media center, physical activity gym, art room, and a music room. The school is kept very clean and students, teachers, faculty, and staff are respectful of their environment and people around them. Second Grade Classroom: Along the front of the room there is a white board, smart board, and a bulletin board. The classroom has hangers for the students book bags and cubbies for other items. There are two windows in the classroom. The temperature is set on a comfortable temperature to keep the students comfortable and alert during class. The bathroom is located at the back of the classroom. The sink is located beside the bathroom. The sink is at a lower level so that the students can access it better. The students computers are located at the back of the room. There are four student computers. There are storage closets along the back wall of the classroom. There are shelves around the classroom for books and other miscellaneous items. There are few posters around the room. The walls are plain and not filled with too many posters, which keeps the room in a calm order and not messy. The posters that are on the wall are at a higher level so that every student can see it. Students work is hung on the wall outside the classroom in the hallway. 2. Availability of Technology: Throughout the classroom, technology plays a big role. There are four computers for the students to use. The teacher has a lap top to use at her desk. Her lap top is connected to the smart board so she can project different pages for the students. The smart board is used to display a variety of different things, such as internet, work pages, or simply something the teacher needs to write. At times, students are allowed to use the smart board with the teachers supervision. They often spell out their spelling words on the board. There is a telephone in the classroom for the teacher to use. This allows the front office to call the teacher and talk to them without having the whole class hear their conversation. This is also a safety feature so that if the teacher needs help in the classroom she can call for help on the telephone.

Amber Jordan 2 3. Equipment: Equipment is all around the room for the students to use. There are shelves with books on them that the students can pick out to read while there is free time. The books are a variety of each reading level that the students are on. On the back counter there is paper for those that do not have paper. At each students desk they have pencils, crayons, and markers for them to use. Around the room there are two trashcans that students can use. One is placed at the teacher desk and the other is beside the bathroom to ensure that all trash gets thrown away and the room stays clean. One clock is on the front wall so that students and teachers can tell time. At recess, the students can swing, slide, and climb on the playground equipment. There is a pencil sharpener and a stapler if the students need to use them. They are located at the teachers desk so she can maintain the use of both of those. Also at the teachers desk is a document camera for the teacher to be able to project papers that are not on the computer. Each of the students have ear buds at their desk. These are used when students go to the computer lab. 4. Learning Environment: The overall classroom has a learning environment that is shaped so that each child has the opportunity to learn each day at all times. The students maintain a controllable noise level when they are working independently at their desk. They are to use whispers or a buzz when talking to others to maintain a noise level that is calm. While the students are with the teacher, the noise level increases due to interacting with the teacher. When the teacher is reading to the students, the students are usually quiet and attentive. They do interact if the teacher has asked a question while reading. If the students are doing wrong, they are called out and are told to stop. If the whole class is misbehaving, the class will have a group meeting and discuss the right way to do things in the classroom or anywhere else in the school. If problems still continue, phone calls are made home. Each student knows there responsibilities as an individual and as a class. 5. Resources: Resources are utilized each and every day in the classroom. The white board is used to write the date and important reminders. The teacher also uses it during lessons. Big books are also used in interactive read alouds. There is a map at the front of the room that rolls up. The map is used to show students different parts of the world. The classroom also has a map of the United States. There is a globe at the back of the room to use as well. There are math manipulatives at the back of the room. Small block letters are at the back of the room to use with the students. There are stuffed animals around the room that go along with some of her books. The teacher uses these stuffed animals to act out different parts of stories. At the front of the room there is an alphabet strip to guide the students with writing and remembering the alphabet. There are posters to remind students how to BUZZ, select books to read, and how to SLANT. SLANT means to sit up and sit still, listen to the speaker, ask questions, nod occasionally, and track with your eyes.

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6. Parent Involvement: Each week students work is sent home for their parents to look at. This work includes spelling test, math quizzes, and other important sheets that were worked on during class. They are to sign the papers so that the teacher knows they have seen them and return the papers the next day. Parents also are contacted daily with the homework/ behavior sheet. Parents are able to see how their child did each day and are expected to sign saying their child completed all homework and they are aware of their childs behavior. Parents can also be involved in PTO meetings and activities. They can come to open house as well as family nights that are held at the school. Monthly newsletters are sent home at the beginning of the month that outline important events happening at the school. Interim reports and report cards allow the parents to see their childs grades and progress.

7. Classroom Rules and Routines: Each morning the students sit in the hallway until it is time to enter the classrooms. Once students come in they are to put their book bags and belongings away and start their morning math at their desk. After that they go to teacher instructed activities. This is usually whole group instruction. They have interactive read alouds after getting all the morning activities finished. After lunch, students have another small instructional time then they go to recess. After recess, they go to activities. When they get out of activities, they leave for the day. Classroom rules are based on the Mathews PBIS Matrix. The PBIS matrix expectations are, Be ready, Be respectful, and Be responsible. This matrix includes classroom, restroom, hallway, arrival, dismissal, cafeteria, playground, and bus expectations for all students. 8. Grouping Patterns: During interactive read alouds in the mornings the class meets on the colorful rug. At lunch students are lined up by the choices they picked. They have choice one, two, or lunch boxes. There is a group that sits with the teachers at lunch. 9. Scheduling: Mrs. Pippins 2nd Grade Schedule 7:35-8:00 Breakfast/Attendance/WMAT News/ Fantastic Five 8:10-8:30 Buddy Study 8:30-9:15 Math 9:15-9:45 Shared Reading 9:45-11:15 Guided Reading 11:15 11:35- *Science/ S.S./Health 11:35-12:00 Lunch

Amber Jordan 4 12:00-12:20 Interactive Read-Aloud 12:20-1:00 - Activity 1:00-1:15 Recess 1:15-1:45 Writing 1:45-2:15 GAP 2:25 Dismissal *Science, Health and Social Studies will occasionally be incorporated into Shared Reading. During those times, Shared Reading may be extended slightly and the subject being incorporated into Shared Reading will be eliminated from the morning schedule. Monday Brain Boosters 9:05-9:55 Monday Music Tuesday Computer Lab Wednesday Library Thursday Art Friday P.E. 10. Classroom Arrangement: The classroom is set up to allow students to learn to the best of their abilities. The students desk are in five groups of three, three groups of four, and two independent desk. Students desk are arranged in the middle of the classroom. The teacher has a desk and a kidney table to work from. The kidney table has five chairs at it. Both the kidney table and the teacher desk are at the front of the room so that she can see the students at all times. In the front of the classroom there is a colorful meeting rug that consists of red, orange, green, blue, and purple rows. This is placed at the front of the room for shared reading, interactive read alouds, and group activities.

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Student Characteristics and Demographics:

Second Grade Class Mathews Elementary School Fall 2013 Description No. of Children Age Seven Years Old Eight Years Old African American Hispanic Caucasian Female 15 10 5 11 0 4 Male 13 6 7 8 2 3 Total 28 16 12 19 2 7

Race/Ethnicity

Special Needs/ IEP

1. Description of Students: There are twenty eight students in the second grade class at Mathews Elementary. There are fifteen females with ten of them being seven years old and five of them being eight years old. There are a total of thirteen males with six of them being seven years old and seven of them being eight years old. The diversity of the females is split as follows: eleven African American, zero Hispanic, and four Caucasian. The diversity of the males is split as follows: eight African American, two Hispanic, and three Caucasian. There are five children with special needs, two females and three males. I have two ESOL students, one extended resource for Mathematics and English Language Arts, and two speech therapy students. All of these are pulled throughout the day to get extra help. Students are tested for prior learning through their MAP test. The MAP test, test students on Mathematics and English Language Arts. These scores are then evaluated and used to determine what level each student is on. 2. Achievement/Developmental Levels: In the 2012-2013 school year, Mathews was awarded the Palmetto Silver Award and was recognized attaining high levels of performance and growth. Most of my students are on a lower level than a second grade level, but I do have a few students who are at grade level.

Amber Jordan 6 3. Culture: My classroom is very diverse. With two Hispanics, seven Caucasians, and nineteen African American the classroom has a lot of dialect in it. These students come from different backgrounds and families which will bring different ideas when teaching the students. 4. Language: All of my students in my class speak English as a primary language. This means I do not have to make accommodations for other students speaking other languages. If the need arises, accommodations will be provided. 5. Interests: My students are interested in reading. They always love to get books from their book basket and read. My students also like to illustrate pictures and color them. My students love to talk as well so I can incorporate, turn and talk into my lessons. 6. Learning Styles/Modalities: The students are kinesthetic, visual, and auditory learners. Most of my kids are kinesthetic and visual learners. They must see and be able to physically do something with their hands to understand the concept. My teacher provides plenty of lessons and activities that incorporate all three, but from my observations I have found that they are not strong auditory learners.

Instructional Implications:
1. The teacher instructs students based on their level of learning. The teacher provides books that appropriate for the grade level. She allows individual instruction if a student needs extra help. The teacher initiates student learning by including each child in the discussion during whole group instruction and small group instruction. Any accommodations for the students that need to be met are always accommodated by the teacher. If there is a behavioral problem the teacher talks to the student individually. She encourages them to behave well and to be involved in the activities in the classroom. For those that cannot focus well, the teacher asks them to help her do things. In return the student is involved and learning. There are two Hispanic students in the classroom, but they speak English very well. The teacher accommodates these students by surrounding them with as much English as possible. The teacher assesses the students by worksheets, observations, and checklists. During small group, the teacher can focus on each student and observe their work. This allows the teacher to see what each student needs help on. Checklists give the teacher evidence of what the students have or have not learned. 2. The mixed range of learning levels will influence how I plan and teach my lesson. I have to make sure that those with the lower, middle, and higher levels of learning are able to

Amber Jordan 7 understand and learn from my lesson. I also have to consider how I am going to address the students who have special needs and Individualized Education Plans. For those students, I will ensure that they can hear and see me while I am teaching so they can listen closely. I have to engage each child during the lesson to make sure they are staying focused; I can ask questions and get them to predict what is going to happen next. I will always have work planned so if there are early finishers, new student, or anything out of the ordinary happening students will always have something for them to do. This will lower the behavioral problems throughout the classroom because the students will have something to do at all times. I must include different ways of learning for the kinesthetic, visual, and auditory learners. If there are behavioral problems during my lesson, I will address the students in a proper manner. I could include them in the lesson to help them stay focused. I must teach something I know the children are learning and working on. I must challenge the students on what individual level they are on. I do not want to teach something the students have already grasped. I will figure this out by pre-assessing the students by asking questions and observing the students. I will have a check list so that I will know which students I must focus more on. During my lesson, I will take anecdotal notes to see that my students are learning. After teaching my lesson, I will do a post assessment. The post assessment will consist of an activity for the students to engage in so I can see that they either gained knowledge or did not. I will have a checklist to check off which students are getting the concept being taught and which is not.