Professional Documents
Culture Documents
This semester I am student aiding in Ms. Z’s 5th grade classroom at Cesar Chavez
Elementary. Her class contains 25 students, about 60% are female and 40% are male. 90% of the
students in Ms. Z’s class are Latino, while the other 10% are African American. Her classroom
may not be the most diverse, but I found it interesting that 100% of her students are minorities.
All of the Latino students in Ms. Z’s classroom are ESL learners. However, Ms. Z herself is
unable to speak Spanish. Although the students are ESL learners, I believe approximately 80% of
the class is fluent in speaking the English language, but only about 20% are capable of reading
and writing, either at or above the levels that they should be for 5th grade state standards. While
grading spelling tests, I noticed that about 60% of students could write legibly and correctly spell
the words they had studied in class, while the other 40% struggled and received less than 7/13 on
their tests.
When talking with Ms. Z about her students, she informed me about 98% of the students
at Cesar Chavez are eligible for free or reduced lunch, leading me to believe the students in Ms.
Z’s room are in the lower socioeconomic class. It was difficult to decipher this fact, because all
the students are required to wear uniforms. I think their economic class would have stood out
more to me if they did not have this policy and I could see students in their everyday clothes. In
addition, I asked Ms. Z about her students with special needs. About 50% of her students have
anger management issues, 3 students are being tested for cognitive impairments or learning
disabilities, about 2 students have ADHD, and several are still undiagnosed and untested. The
range of abilities in her classroom varies, as I have mainly noticed that the attention and memory
of her students is the largest struggle. Ms. Z has told me that due to the behavioral issues of her
her walls, carpet squares, a reading nook, a space for small group instruction, and has utilized the
tiny space to the best of her ability. I enjoy how she has 5 tables of students, each grouped by
continent in order to create structure. It is easier for her to call on tables and give out economy
points with this classroom procedure of labeled groups. However, because her classroom is so
small and there are 25 students in such a congested space, it makes it difficult for Ms. Z to
incorporate large group kinesthetic activities. Overall, I think the physical arrangements suit Ms.
Z’s teaching style, because she has provided multiple areas for engagement for her students to
feel welcome and comfortable in. They understand they can go wherever they need to go to be
Cesar Chavez is a prekindergarten-5th grade elementary school. 502 students attend Cesar
Chavez, and the minority percentage of students at the school is at 96% (Public School Review,
2018). There is a teacher to student ratio of 18:1, however, Cesar Chavez remains in the bottom
50% percentile in its overall school ranking, with extremely poor math and reading literacy skills
(Public School Review, 2018). In addition, I have not noticed any tracking occurring in the
school. Based on my observations, the students are simply passed on from grade to grade
regardless if they are at the skill level required to move onward. For example, in my math lesson
today, the students needed to solve double digit multiplication equations, but still struggled with
their basic times tables and addition (skills they should have learned and mastered in previous
grades). The school curriculum is taught 30% virtual (for subjects such as math or reading), and
70% teacher-student based learning. It appears Cesar Chavez is pushing for more online learning
with the introduction of Chromebooks and the purchase of several new learning programs for
bus at Cesar Chavez (regardless if they attend Cesar Chavez), and another bus will come to pick
them up to take them to their designated schools (such as the Southwest Community Campus). It
appears Cesar Chavez is the focal point of pick up and drop off for students attending other
schools, as it is closer to their houses. About 70% of students are dropped off by bus or car in the
mornings, while about 30% walk to school with an adult. I have been informed by several staff
members at the school that many families remain in the local neighborhoods, but may move
around from house to house. Also, the majority of the students at Cesar Chavez belong to
migrant workers. Ms. Z shocked me the other day when she told me many parents do not allow
their children to attend field trips (due to their illegal immigrant status), and are afraid their
children will be taken away from them. Overall, the community of this school seems very tight
knit. There are local Latino businesses everywhere in the surrounding neighborhoods, as well as
Resources
Public School Review: Cesar E. Chavez Elementary School (2018). In Public School Review.