Classroom Reflection

As of 2010-2011 the school district had an enrolment of 13,136 students and 1,012.8 classroom teachers which calculated to a student to teacher ratio of 12:98:1. In 2014-2015 the district had a significant increase up to 14,800 students from preschool to high school and 40 new classrooms as well as the new Passaic Gifted and Talented Academy in 2015. There are total number of 16 schools in the district, that is, 3 pre-schools, 11 elementary schools, 1 middle school and 1 high school. The ethnicity distribution is mainly composed of mostly Hispanic race with a total number of 11,639. Black were the second with 976 students, followed by Asians who were 313. The other is distributed to American Indian and Whites. In high school, Hispanic race was 84.9%, Blacks 10.2% and Asians 4%. The remaining percentage was divided between the Whites and American

There are 114 juniors in the group: 62% are Hispanic, 20% are White, 16% are Black, and 1% is Asian. Class sizes range from 17 to 26 students. The bottom 25% of the population has been identified and receiving instruction in intensive reading and math pullouts one-on-one instruction. There are seven special education students, including students with ADHD,

S. Barrett explains that the Minneapolis Public Schools District has 76 schools (personal communication, January 20, 2015). The number of students is approximately 35,356. There are 11,439 White students, 13,109 African American students, Hispanics are 6,766, Asians are 2,526, American Indians are 1,479, and Pacific Islanders are 37 (S. Barrett, personal communication, January 20, 2015). Approximately 65 percent of the students benefit from free or reduced

S. Barrett explains that the Minneapolis Public Schools District has 76 schools (personal communication, January 20, 2015). The number of students is approximately 35,356. There are 11,439 White students, 13,109 African American students, Hispanics are 6,766, Asians are 2,526, American Indians are 1,479, and Pacific Islanders are 37 (S. Barrett, personal communication, January 20, 2015). Approximately 65 percent of the students benefit from

My time spent in the Clinical setting, so far, has been extremely inciteful as to how to become a better educator in a classroom setting. Through the data I collected I was able to connect Borich’s Seven Variables of learning to the students. By being in the clinical setting for nearly two months, I have been exposed to new ways of thinking when it comes to structuring a classroom and instructing a classroom. Within this reflection you will find out how I would better plan an effective lesson for the pupils in my future classroom. You will also discover what I will do about certain issues in the classroom and how I will address/fix them.

This research investigates the efficacy of a program designed to reduce racial, ethnic and economic isolation at two public elementary schools in the State of Connecticut. The two schools are Madison Elementary School (MES) in Bridgeport, Connecticut, and Daniels Farm Elementary School (DFES) in Trumbull, Connecticut. During the 2015-16 academic year, 85% of the students at MES were Minority, 18% were classified as English Language Learners, and 100% were eligible for free or reduced price meals. During the 2015-16 academic year, 78% of the students at DFES were White, 2.8% were classified as English Language Learners, and 5.7% were eligible for free or reduced price meals. According to Google Maps, the two schools are 6.4 miles

In 2015, there were 795 students enrolled in the school that offers education in grades Pre-K through 5th grade. According to the School Digger profile on J.B. Sutton, 96% of the demographics of the student population are hispanic, and 4% of them are African American. The percentage of students receiving free and reduced lunch is 99.6%—which is staggering. Within my school, 70% of the students are Ells according to the “Beat the odds” website sponsored by the center for the future of Arizona. In 2015, the student to teacher ratio was

The proposed research study will take place in two schools within two separate school districts in Tennessee. In order to protect the identity of the research sites, pseudonyms have been used to reference the names of the two schools selected for the study. Fairfax Elementary (School A) is a Title I school in a suburban area of northeast Tennessee. This school is considered a turn-around school, having earned Blue Ribbon status in 2009, and was awarded National Title I Distinguished School in 2010. Though Fairfax Elementary has existed for forty years, the new facility was built on its original site in 2010. Fairfax Elementary serves a racially and economically diverse population consisting of 566 Pre-K through fourth-grade students. The breakdown of the population is as follows: 63.2% Economically Disadvantaged; 15% Disabilities; 71% Caucasian; 17.5% Black, 8.6% Hispanic; and 2.2% Asian. The school’s leadership team consists of one principal and one part-time assistant principal. There are twenty-six regular, classroom teachers and nine additional special area teachers serving Fairfax’s diverse, Title I population of Pre-K through fourth grade students.

A third consideration I gained from this course was regarding my beliefs about young students being exposed to issues about of race, privilege, and power. Prior to our class, I did not think it was appropriate for elementary students to discuss, address or explore topics about race, stereotypes, biases, and privilege. However, my feelings have changed because I realized I was underestimating the power young children in the classroom. Wolpert (1998) argues that young children are very much aware of racial differences. The literature on multicultural and cultural responsive (Gay, 2002; Souto-Manning, 2013) elaborate about student voices in the classroom. In fact, it is through this exploration that I recognized how as an educator I could wield the power and privilege. My beliefs that young children could not engage in anti-bias curriculum or racial issues encourage me to ignore suck topics them in the classroom. However, not anymore because I believe there is great positive power in making these conversations visible in my classroom. I plan to engage students in anti-bias conversations because it is through these experiences that “children learn to be proud of themselves and of their families, to respect human differences, to recognize bias, and to speak up for what is right” (Derman-Sparks & Edwards, 2010, p. 1).

When walking into Mrs. Fatones’ second-grade classroom one can almost feel the positive atmosphere from the smiling faces of the students. The classroom had a very traditional look to it. The rows were set up in aisles but each child had a partner except for one child who was considered the “trouble maker”. Mrs. Fatone preferred to use the chalkboard rather than the smartboard and her desk was directly in the front right corner overlooking the whole classroom. There were not many posters or work on display but on the right side of the wall was the “100 Board”. Every student that receives a 100 on a quiz or test, their work will be put up on the board. Mrs. Fatone stated “the students love this feature to the classroom because it gives them an opportunity to shine. I also see that it pushes students to try to do well on quizzes or test.” The 100 board enhances the physical environment because it gives students a sense of belonging and achievement.

While reading chapter 3 this week, there were three main concepts that stuck out to me more than some of the other did. The three major concepts which got my attention while reading were; literature as content, reading hypothesis, and question of transfer. To me, all three of these concepts have a major part in today’s education system and making sure that all children are getting the correct information and knowledge needed. Of course, everything that was mentioned in this chapter holds an important key to writing and reading in the education field. Although for me these three concepts listed made me really think about.,m;lpo9 what I will want to do within my future classroom. To give all students the best start to the rest of the school career and in later stages of life. I want to be the teacher who does everything possible to make sure every student feels like they are given the best care and aren’t stressed or overwhelmed with the things going around them. Reading and writing are one of the most basic life skills needed for everyone and starting at a young age and continue to expand the student's knowledge of information.

One of the most important aspects I want to incorporate in my classroom is making STEM-based subjects less rigid and monotonous for students by providing creative ways for students to embrace STEM-based subjects. In Memphis, teachers are doing just that by structuring lessons “that could be implemented with young children at the local museum as well as in practicum placements in assigned classrooms” (Counsell, Peat, Vaughn, & Johnson, 2015, p. 64). In addition to formatting the lessons in both museums and classrooms, the teachers are also emphasizing the fact that “the need to acknowledge and respect children’s thinking and ideas is equally paramount” (Counsell et al., 2015, p. 65). I strongly agree with Counsell et al.’s opinions on respecting children’s ideas, as I believe that it creates an environment where the children are encouraged to express themselves. After going to a museum and seeing exhibits that tie into the STEM-based lesson, which regarded wheels in this specific article, the teacher then leads several phases of learning within the classroom, beginning with the children observing different types of wheels (Counsell et al., 2015, pp. 65-6). The instructor then asks the children “productive questions [which] guide and facilitate children’s logical-mathematical and scientific thinking” (Counsell et al., 2015, p. 66). In doing this the children are more likely to form a greater understanding of the topics they are learning in class and will be able to apply them

This semester I will be tutoring Aidan. Aidan is eight years old and is currently in the third grade at Rayburn Elementary. I chose to tutor Aidan for many reasons. The first is my interest in working with ESL students. Aidan was born in Mexico, and learned Spanish before he learned English. Aidan told me that although he spoke Spanish when he was younger, he no longer speaks Spanish. Although Aidan now only speaks English, this background will still most likely have an influence on how he reads. I have tutored ESL students before, and am curious to see how many ESL characteristics Aidan will display while reading. I was also drawn to Aidan because of his attitude. I have been observing in Aidan’s class for several weeks now as part of my Field Based training, and so I have been able to watch him interact with others in a classroom setting. Aidan seems to be bright and inquisitive, however he sometimes has a hard time understanding what he is supposed to do on math problems-especially when they are word problems. However, even when he is struggling, he seems willing to try, and that willing attitude is what made me want to tutor him.

I have been working in Mrs. Bogner’s 5th grade classroom at Columbus Elementary in Edwardsville, IL. The class itself has a mix of different learning abilities, ranging from very low level students to very high level students. Although it is not considered an inclusion class, there are have multiple students in our classroom who spend a majority of the school day in a special resources classroom where they get extra help in subjects such as math, reading, and English, but then come back into our classroom for subjects such as social studies and science. Certain students may go to the special resource class for just one subject, while other students go in for multiple. My CT classifies all of the students in the class into three different level learning groups for each subject: average, which is the normal 5th grade level, above average or high, and below average or low. When picking a student to work with, my CT and I decided it would be a perfect opportunity for me to work with a lower-level math student who struggles with most concepts. By doing this, I would not only be getting my assignment done, but I would also be helping him with the assignment itself and making sure he was answering the problems correctly. After working through the assignment with him, I reported back to my CT about any concepts he struggled with so she could know what he still needs a little extra work on.

Sitting here, I find myself reflecting on the events that occurred in my second year as a classroom teacher. A year that came and went too quickly. A year where emotionally and mentally I was being pushed to the limit. A year where my patience was tested daily by the students that formed the community that was my classroom. A mix that was new, due to the redistricting that our school had put in place for the upcoming school year. A year in which I found my first student of many that I know will always stay in my heart. A student I will always wonder about: Where is he? How is he doing? Has he continued to succeed like I know he can? Has he stayed out of trouble?