Classroom Learning Profile based on observations and data

Use readings and EDUC 202 self-reflection assignments from the past to describe your placement class:
Nieto & Bode; Understanding Culture Brief; Hoeksema; Pearson 202 custom textbook; Barringer, Pohlman, & Robinson
- School is midsize school in Kent County Grandville Avenue. Total of 502 students
and around 28 classroom teachers. The student/teacher ratio is 18 for average class
(there is 97 kindergarteners, 89 2nd graders and 88 4th graders. Out of the 502
students, 408 of them are Hispanic, 62 of them are Black, 18 are White, 8 students
Culture are from two or more races and 6 students are American Indian.
- Overall, the majority are Hispanic and not a very diverse school program.
- 425 of students are eligible for free lunches, 12 of them are eligible for reduced-price
lunches. (Search for Public School)

- Within Mrs. Bildner’s classroom there are 26 students. 15 are girls and 11 are boys.
There are 4 African American, 2 Caucasian and the rest are Hispanic students.
Race & Ethnicity - Not a variety of racial diversity among the school or classroom, because majority of
the students seem to be Hispanic immigrants.

- The majority of students seem to live near the neighborhood and close to school. In
the mornings, you can see the students walking to school with their siblings. The
older students don’t walk with their parents, but the younger ones do.
- Although it is a safe neighborhood in the daytime, there seemed to be a lot of crime
happening at night. The CrimeMapping website indicated that there were many
assaults, and drug related crimes that happen in that area so they parents may feel a
Social Systems-
little bit hesitant about letting their children play outside on the streets.
Peers & Family
- The houses in the neighborhood reflect lower class households, and there weren’t
very many places for learning opportunities around the neighborhood except the
Cook Library and the Hispanic Center of Western Michigan. Around the
neighborhood there were many churches and Spanish restaurants.

- Moral development: Students are expected to talk and discuss within a classroom
setting and when they are seating at their tables, however they have different levels
of how loud they can talk. Students can scream and talk as loud as they want while
they are in the playground, but can’t talk at all and expected to have very minimal
sounds when they are walking through the hallways or in the staircase. Teacher
reminds how these rules or orders that the principal places in the school are
important to follow for the school to have order and for everyone to have a good
learning experience.
Moral, Spiritual, and
- The teacher showed a video that talked about physical communication and
Faith Development
understanding social cues so that people wouldn’t feel uncomfortable. For example,
she showed the subtle differences of using her eyebrows to show disapproval and
approval and had students discuss about what made them “feel happier” and “feel
bad”. Then she showed parts of a video clip on “Tangled” where the witch interacted
with the princess, and the students talked about the physical movement and
differences in facial expressions when the two characters interacted with each other.
- -Haven’t seen much spiritual or faith development.
 - There are a couple of students who have very short attention spans and need special
education
- Abel has cognitive impairment problems and has issues processing information
along with understanding what the lesson is about. He has issues in concentrating
and focusing on the teacher so he tends to whistle or start saying random strings of
words that disrupt the classroom.
- Mishyra is a Caucasian student and is fluent in English but she is very slow at
understanding information and struggles reading words. Her eyes always seem to
wander elsewhere and can’t seem to focus or pay close attention to what the teacher
is saying.
- Destiny is an African American student who is also fluent in speaking English and
Attention & Memory doesn’t have a problem with communicating her thoughts in English, but she has a
very short attention span and doesn’t like sitting still. Everyday during carpet time
when students are expected to sit still on the carpet for about 10 minutes and talk
about how they are feeling, Destiny can’t seem to sit still and concentrate on what
her friends are talking about. She wants to lie down on the floor is squirming around
the carpet and fiddling with her hair, because she can’t focus on what other people
are saying.
- Takarri is an African American student who was suspended for the first two weeks
of school, and recently just returned to the classroom. He seems to be able to
remember things pretty well and has good memory but has a very short attention
span. Can’t sit still on his chair and is always standing up while he is doing his work,
or you can see him hopping around doing other things while he is supposed to read.
- There are 14 students who are English Language Learners. Most of them can speak
and understand pretty well and can follow directions that the teacher gives them, but
6 of the students have spoken English for less than a year. These 6 students struggle
with reading and writing phonics and basic words, so the Reading Specialist takes
them out during class to work with them.
- Most students can write their name and the date without any help.
Language - The 6 students (Janiya, Nayeli, Diego, Antonio, John and Aaden) often work in small
groups outside the classroom when the bigger group is having social studies or
English lessons, and they have their own reading lesson on the side. Their homework
and worksheets also look different from the big group.
- When the students do spelling quizzes, they have shorter and much simpler words
compared to the other class students.

- Students are able to use scissors properly and color pictures with crayons and color
pencils. Most students can copy down words in a short amount of time, and write
down simple words fairly quickly.
- Students are able to explain what things happen in what specific order when the
teacher asks to recall what happened. For example, when the teacher read a story
book to them and asked the students to explain the plot and what had happened to the
Motor &
main character, the students as a whole were able to explain the key events that
Spatial/Sequential
happened.
Ordering
- Sequential ordering: students can only deal with one instruction at a time, and can’t
understand complicated instructions. Not only do they not understand it when people
talk to them, they have difficulty explaining what has happened and organizing their
thoughts so that it makes sense.

- Knowledge: Students were able to remember the content they learned from the
previous classes, and the different types of rocks that learned from Science class.
Higher Order Thinking
- Understand: Students were able to identify and differentiate the different types of
sentences. If the sentence was an imperative sentence, they would put a period at the
 end of it, and when the sentence had an exciting element to it, the students knew that
they had to put an exclamation point at the end of the sentence.
- Apply: After learning about the different types of sentences and when to use
exclamation points and periods, the students made their own sentences and chose if
they had to put a period or an exclamation point at the end of it.
- Analyze: Students would compare and contrast about the different types of lessons
they had learned about dogs. The book they read together talked about the different
types of dogs that existed like Dalmatians, German Shepherd, and Maltese. The
audio book that they listened to talk about certain dogs that helped blind people walk
and lead directions. After listening and learning about the different types of dogs,
students talked about the differences between the books and what kind of dogs were
there to help people.

- Many students seem to struggle with the language aspect of learning because
majority of students ESL learners that speak Spanish in their homes.
- The teacher and reading specialist talked about a specific student who has Epilepsy
and takes medication that affects the student’s concentration and mood. Although it
hasn’t happened, she can potentially have seizures within the classroom.
- Although the teacher didn’t explicitly state it, it seems like some students have
ADHD and have difficulty paying attention and staying on task. Students with
Ability & Disability
ADHD seem to struggle sitting still .
- Xayleen seems to have Dyslexia. She doesn’t have a problem writing things down
and is able to comprehend what the teacher is saying when telling instructions, but
she struggles with reading letters and phonetics. For example, if she is trying to read
the word “north” she can break down the words according to its sound and only
recognizes the alphabet “n” at the front. So rather than saying north, she would just
say “nap” or “net”.

Search for Public Schools - School Detail for Cesar E Chavez Elementary. (2018). Nces.ed.gov. Retrieved 1
October 2018