Reflection 2 Millwood-M

Impact on Student Learning: Reflection 2 Knowledge of Students # Student Age M/F Ethnicity ELL Disabilit y (504/IEP) 1 XA 11 M HISPANIC NO NO 2 VB 11 M HISPANIC YES NO 3 HB 11 M WHITE NO IEP 4 LB 11 F ASIAN NO NO 5 CC 12 M HISPANIC NO NO 6 EC 11 M HISPANIC NO NO 7 MC 12 F WHITE NO NO 8 TG 11 F WHITE NO NO 9 KG 13 M HISPANIC NO NO 10 VH 12 M WHITE NO NO 11 HH 12 M WHITE NO IEP 12 TJ 11 M WHITE NO IEP 13 AL 12 M HISPANIC NO NO 14 SM 11 F WHITE NO NO 15 AM 11 M HISPANIC NO NO 16 GM 12 M HISPANIC NO NO 17 AO 11 F HISPANIC NO NO 18 IR 12 M HISPANIC NO NO 19 KR 12 F WHITE NO NO 20 IR 12 M HISPANIC NO IEP 21 AT 11 F WHITE NO NO 22 ET 11 F HISPANIC NO NO 23 CT 11 M WHITE NO IEP 24 AT 12 F WHITE NO NO 25 HU 11 F WHITE NO NO 26 FV 12 F WHITE NO NO 27 KZ 11 F HISPANIC NO NO  Description of Student Demographics I teach 6 th grade in an elementary setting. Our school is a prek-6 th Grade school. The demographics at the school are very diverse. Students come from various countries and areas because Safford is located near a Copper Mine, and many families travel from all

over the world to come to work at the mine. My students stay in my class all day, and I teach all subjects to one group of students. My classroom has a well-rounded diverse group of students. The male to female ratio is 15:12, Almost half of my students are Hispanic, the other half are Caucasian and there is one Asian.  Sub-Populations: Special Learners (e.g. ELL, GT,504,SPED) Out of my 27 students I have 1 ELL learner, and 5 who receive Special Education services. My ELL learner gets integrated services from me because he is in my class majority of the day, and receives his 50 minutes of Targeted lessons at the end of the day. I make sure to repeat words or make sure I have more visuals for him, so that he understands what I am doing. He speaks English very well, and also understands, so he does not need many accommodations. The other 5 receive services for writing, and also get support during the day for Math, and Reading. The students leave the classroom after instruction and go to the resource room for more direct help with writing. During the day I have paraprofessionals who help support during Math and Reading, and make sure the students get the extra help while I am teaching. While I am teaching there are many accommodations that I make to ensure that I am following their IEPs such as: repeating directions and asking them to tell me what they are supposed to do (to make sure they understand the directions), make sure they are on task, give fewer problems to solve for homework, give them more time on tests, and make sure they have enough time to write down any notes that I may be doing.  Personal, cultural, and community strengths of students and how these strengths are leveraged to meet diverse student needs Through-out the year I have been building relationships with my students by always helping them, make sure I am available if they need to talk, or get help with work. I also am not afraid to admit mistakes, so that my students can see that just because I am a teacher doesn’t mean I do not make mistakes. I want them to be comfortable in the classroom, and know that we all make mistakes and we learn from them. Being a 1 st year teacher I have learned a lot from my students, and I have asked for help in many different situations. I have also addressed their interests such as football, dance, hunting, music, clothes, and shoes. My students love when I wear my Air Forces because they think I am “cool” when I wear the same type of things they are interested in. I have even had my boys make sure we set up the same day we all wear our Air Forces. I think relating to them is important because it shows that they can be themselves and share things with me. This school is in a very small town in the desert, so many students have not been outside the community, so I have brought in my travel stories to get them interested in things outside of the community. They love to know about my time in the military, they love when my husband comes in and visits with them, they want to know

my likes and dislikes, and they are always wondering about my life in general. The same thing goes for me: I am asking them about their day, what they did on the weekend, how their basketball games are going, who won the dance competitions, and cheerleading competitions. By being open with my student and getting to know them, I feel this has helped get them excited to learn too. They know that they can share their way of thinking, or if they don’t agree with something, and they are all comfortable to give their opinions on things. I like to think that my students are heard for everything they feel is important to them, even if they feel it is something small. I do have behavior issues sometimes, but my students also know when the time to be serious is, and they buckle down and do whatever we are learning. Since we live in a small community, there is a lot that the community does for the students. They have league baseball/softball, league basketball, the schools do amazing things for the students such as: Honor Roll BBQs, and many different performances (music, and choir). The local college has children’s theater, where the students can be in different plays. There are many different types of festivals the students are a part of such as: art festivals, dance and cheer competitions, students can showcase their music, and art. The biggest problem I have noticed is that many parents are not involved or do not care about their student’s grades. I have called many parents about grades, and they didn’t have anything to say. I do have parent support in the classroom with things such as: parties, holidays, field trips, donating things to the classroom, but not many are invested in their child’s grades. This year has helped me realize things I need to change next year, things I am doing amazing, and helped me realize that I can over come challenges. Lesson Plan and Assessment 6 th Grade Math Standard 6.EE.B.7- Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px=q for cases in which p, q, and x are all nonnegative rational numbers.  Key Vocabulary Equation - a mathematical statement that uses an equal sign (=) to show that two expressions have the same value. Expression - a group of one or more numbers, unknowns, and/or operation symbols that represent a quantity. For example, 3 x 4. Inverse operations - operations that undo each other. For example, addition and subtraction are inverse operations, and multiplication and division are inverse operations.