Observational Practicum In Diverse Schools

While shadowing at Ridge Elementary School, I noticed that some of the students seemed to be on different social-emotional scale levels. Some were natural born leaders and some were not which is okay. The natural born leaders would take charge of group assignments and the other children had no problem being a follower. Either way, the assignments that they had got done every time. I perceived almost immediately that an excess amount of the school’s students fell under three complexions. The three were mostly Hispanic, moderate Black/African descent, and few Caucasian. Since the school was mostly Hispanic this lead to the school has a lot of concentration on reading improvement clubs, in other words, bilingual education program which could be a great benefit for students who need the extra assistance. Taking a glance at the religious diversity in the classroom there were hard if any no visible religious diversities. Due to the majority of the school is the same ethnicity I am making an assumption the culture practiced the same religion which is why there is a lack of diversity in that area. More diversity should be added to this school district I believe the most impactful, and teachable moments are derived from a fellow diverse

1. The only change in the classroom was all of the children special notes from their parents, "My child is Special because" The teacher posted them on all them were posted on the door.

This paper will be discussing a recent fifteen hour field experience I participated in which I observed a classroom which included many students of diverse ethnic and cultural groups. I will discuss any prejudices/discriminations I observed in the classroom based on ethnic and cultural diversity. I will also describe how this experience has made me determined to try to create a positive learning environment for students of diversity in the classroom.

PS. 45 is a school in in Staten Island New York, serving 900 students, 61% of the students are economically disadvantaged. This is a diverse school where 5% of students are Asian, 17% Black, 48% Hispanic and 27% White. They have a population of English Language Learners that take up 6% and 23% of the school's population have disabilities. I am observing a 4th grade classroom at P.S. 45. This class is a general education class with 26 students, two of these students are English language learners and two others struggle with focusing. There are also a number of students in the class that need extra support.

With diversity being such a touchy subject, when teaching my students I would have to be careful to not exclude, but include each and every student into the class. Making sure that all of my students feel accepted, I will try my hardest to understand their views. In order to have a supportive amount of diversity in my classroom, I will make sure to recognize any biases or stereotypes that my students may have absorbed. This can be reconciled by having a discussion based on the assumptions that they might have. I could even have them do some type of writing assignment to see their points of views about stereotypes. Stereotypes form from the unknown of something. So it would be my job to inform my students about any questions that they may have. Next, I would treat each student as an individual, and respect each one for who he or she is. Once students realize that the teacher accepts them for who they are, they are bound to do the same for other students. I’ve noticed that people, in general, are in need of that acceptance from others and if they don’t receive it they start to feel inferior. Lastly, I will be even-handed towards all of my students. I won’t show any type of protection or sense of favoritism toward any individual student. If there is any amount of favoritism it would cause discord in the

Being placed in an all Hispanic setting made me appreciate the diversity the community has to offer. I plan to continue to help diverse populations throughout my career and this was a great stepping stone to help prepare me. Far too often, teachers only teach in specific school district and experience no diversity. They are then sent into culture shock when/if they need to move districts. I want to be prepared to teach any type of student I may encounter. An article on them importance of student diversity states, “…you cannot teach what you do not know, and too often we expect teachers to be ‘multicultural competent people’ without helping them learn how” (Bates). I find this statement to be very accurate. Teachers will encounter students with all types of learning levels, races, religions and personalities. Teachers cannot be prepared for everything, but by participating in programs like this one they can gain more knowledge and experience more

During the observation of Morning Meeting, I noticed that my mentor teacher separated the children by gender when the calendar helper counted the number of boys and the girls in the classroom. My mentor teacher asked the calendar helper to have either the boys or girls stand up first to be counted. When the children are getting ready to go outside or to the bathroom, the teacher has also the boys and girls in separate lines. I felt that there were other characteristics for the teacher to separate the children. For example, she could she could have asked the children stand up or line up based on their eye color, hair color, the color of their clothing, their favorite animal, or even the first letter of their name. If my teacher broadened the

During my 13 years in the classroom, I have worked in a variety of schools. In North Caroline, I taught in two title one schools. In California, I taught at a school with a high migrant and ELL population. For the last five and a half years, I have taught in a very large, but low diversity school. A very large percent of the students come from middle to upper middle class homes. My current school has seen a slow, but steady increase in low income students and non-English speaking students.

At the end of the lesson Students are going to be able to describe where they live using the verb "vivir" and "tener" in Spanish. During unit two, they been using the these verbs and in the beginning of the lesson they answer the "Do NOw" activity where I asked then: ?Donde tu vives? They answer the question in Spanish and used the verb in the correct tense. After that, they answer a listening question where they had to identify the part of the house using the vocabulary proposed at the beginning of the lesson. Finally, they started a project where they had to create a Floor plan and describe their ideal house. For this activity, they have to use the verb "tener" in present tense. The completion of these activities ensures the acquisition of the new vocabulary and the verbs tense. It is important to mention, that this lesson will continue next week because students need more time to complete their DOL activity.

Prior to my observation, I was eager to have an opportunity to observe a class for an entire school day. While I certainly have a background working in school settings, I have never been able to focus on understanding and evaluating the different aspects of the school day. For my observation, I was placed in an inclusive fourth grade class. Two co-teachers ran the class of eighteen students.

The thought I have about teaching in a diversity classroom. Is it going to be a big challenging? Challenging in a classroom I see and deal with on an everyday basis sometimes but, dealing with a diversity classroom I have no idea. I believe in treating each of my students fair with unique strengths. I will like to create an open classroom that can value the experiences and perspectives of all students.

Conducting classroom observations are very important to the prospective teacher. Observing helps show how experienced teachers manage their classroom. For this observation it was important to notice how the classroom was arranged, how the teacher interacted with the students, the teacher’s management style, and interview the teacher.

Classroom observation is a main approach of teaching research. Scholars or researchers use video to record the real whole class and observe the teachers and students’ actions, words and the efficiency in the class. Though the observation, they analyze what approach is more suitable. This paper will select video 5 and video 3 as the material to do the classroom observation. Different aspects such as teachers’ responds, questions, instructions notes and students’ behavior will be addressed to analyze the efficacy of this class.

The following data was gathered while fulfilling duties as a principal intern at Theresa Bunker Elementary School. The data was observed during five to seven minutes of classroom observation as part of a walk-through in the spring of the current school year. My cooperating supervisor for my internship was able to go on these walk-throughs with me in order to have a productive reflection meeting afterwards. This elementary school has two of each grade level from Kindergarten to sixth grade. Since it was more feasible in this small school setting, I actually was able to do a walkthrough in eight classes. Here I will report my observations from five of those walk-throughs. As I went in to each room I was looking for four

I chose to observe Mrs. Tijerina for my classroom observation. There are many reasons why I decided to observe Mrs. Tijerina. I elected to observe Mrs. Tijerina so I could see another teacher’s perspective on teaching Spanish, as she and Mrs. Fiechter are the only Spanish teachers in the school. Furthermore, I never had Mrs. Tijerina for Spanish 2, as the teacher I had left Adams Central. Additionally within the hour I was observing, there were many sophomore students that I knew personally so I was able to ask them on their options of the class. Finally, Mrs. Tijerina’s goal was to teach in a similar way to Mrs. Fiechter’s teaching, and by observing her I was able to compare and contrast the two