The Classroom : A Diverse Group Of Learners

My teacher creates an environment of respect and rapport with students by finding ways to ask about their lives. On Mondays, before class begins she asks how everyone’s weekend was and if they did anything fun. The environment of the class is normally peaceful. During class, she often tries to relate the vocabulary to the students. During the food unit, she asked what type of vegetables they eat and which restaurants they go to. Frequently, students pronounce words wrong and my teacher tells the class to repeat it and they can say it right next time.

Today in classrooms there will be any students that come from different backgrounds. It is the teacher’s reasonability to make sure that each student feels welcoming in the classroom whether they come from a different background or not. Teachers need to make sure that they know their students and were their students come from. By doing this the teacher can create relationships with their students and the teacher can use that information to incorporate in the classroom.

For the majority of educational history, students with disabilities are placed in segregated classrooms in order to protect them. However, recent controversy details the existence of increased negative impacts on classroom segregation. The importance of classroom inclusion falls under three main categories: mutual acceptance and equal treatment of students with disabilities in society, increased personality development in disabled students, and quicker development of crucial skills (Soponaru, Camelia, et al. 1). Overall, integrated classrooms appear to be effective, but many regular education teachers lack the qualifications to properly instruct integrated classrooms. Even though some regular education teachers are qualified to teach integrated classrooms, regular education teachers with integrated classrooms need to be more thoroughly educated about special needs to ensure an optimal learning environment for all students.

Being a woman of color means I am inevitably silenced by the superior white male, yet being an activist eliminates my voice by the majority in all forms. My first year of college has been interesting, to say the very least. I’ve grown accustomed to the distinct differences and surprising similarities between myself and the hundreds, maybe thousands, of other students on campus, which I wasn’t familiar with among the fifty-two people in my high school graduating class.

While observing Ms. Melanie’s Pre-K class, I was able to see some techniques she used to teach her students and how the students interacted with each other. The students start off their day by signing in, which helps the student learn how to spell their name. After signing in, while other students are arriving to school the students are able to play. Once it is 8am, Ms. Melanie calls all the students into group for morning meeting. During morning meeting they pick jobs for the day, such as cleanup inspector, lunchroom assistants, line leader, caboose, etc. During this time they also discuss any activities they will be doing in their small group that day. Today, the small group activity dealt with monochromatic colors, so when it was their small

Most of my direct experience working with curriculum is as an public elementary school teacher. I prided myself for many years in aligning the state curriculum frameworks and objectives with the instruction going on in my classroom, and received praise from administrators for sticking to the “playbook”. As time went on, though, I realized that my mixed ability classes were simply not performing up to my personal expectations. I began to create flexible groups for math and language arts, and differentiate instruction based on group needs and student interests. I saw significant improvements in student engagement, behavior and overall achievement.

This report focus on information gathered from observing and interviewing three diverse fieldwork settings: inclusive classroom setting, self-contained classroom setting and community base agency classroom setting. The information was evaluated by the effective implementation policies related to the collaboration and acceptance for all as well as high expectation for learning for each setting. I also made connection from the information with some theories. Based on the information gathered and analyzed I will give some of my suggestions for improvement where possible.

The interaction that was the hardest for me was the engaging in the children at the first time of the outburst. Since I am still new to this classroom, I have run into problems where the children just want to go to the familiar teacher beside me.

I was moved by the speaker's story.  I do agree with her message that it is so important to embrace every student's background and experiences, and not continuously point out the fact that they are different or incorrect in some way.  I don't think what she experienced growing up is unique to her part of the country.  I think this kind of treatment; lack of acceptance happens everywhere.  I also believe that a person who is a minority in a group, even the white student who may be in a class of mostly another race, or the Muslim in a room full of Christians may feel as if they are different and unwanted or don't belong.  I also do not think that what the speaker experienced will change just because white students become the minority because

Philosophies and practices that revolve in the home environment influence the learning capacities of young children. The factors that contribute include the social, cultural and economic. It is important for the family to collaborate these factors so as to enhance the knowledge of toddlers with special needs. The formation of their habits, cognition, emotions, communication and movement can be home trained by parents or other family members. Learning and development of young ones are centered by their families practice. Professional engagement enables to increase their ability and knowledge. Families require understanding the necessary support to assist in the education progress.

Neighborhoods, communities, and workplaces are very diverse and school classrooms need to mirror these surroundings. The education system has to prepare its students for a global world in which problem solving, technology, and collaboration is at the center. But how does the education system become more inclusive and acceptable if we do not consider the educational frameworks and who is responsible for those frameworks? My research investigates the frameworks by examining tracking, grouping strategies, and teacher mindsets. I will offer suggestions on how to prepare students and teachers for a diverse educational system.

There are three teachers in the classroom, one does reading/lesson circle with a small group of students, another does arts and crafts, and one of them circulates throughout the room helping students with their work-plans. The teacher that circulates around the room all the time appears to be the head teacher and when a conflict arises she is the one to mediate it. The way that the teachers speak with the children is as if they are equals, they aren’t talked down to and the students give the teachers complete respect.

For a classroom shows how and what the children are learning. There is many concepts that go into a children 's classroom; like the room, the objects and/or subjects, functions behind everything in the room. For Paley everything has a meaning that is in that room and it plays an important role for all the children that come into that room. The classroom and the children have a hand-in-hand process to fill the room of experiences and progress to learn more. Each teacher has a different view and goals for the classroom and the children in that classroom, then it can affect how the class learns through the experiences that they have. According to Worth and Grollman (2003), “the content areas are separated to help teachers set goals and guide children 's experiences, but in most cases, these areas will be integrated in classroom work” (p. 41) this is how I think on most classrooms where the teacher has goals and guides the experience for understanding. The classroom is focused on what the children are focused on and what is being learned throughout the year, not the focus of the teacher and what is focused on items or subjects that the children would not understand.

For many years, students have been learning in classrooms through the traditional method of writing with a pen and paper. The pen and paper method used to be the only way of taking notes, doing homework, and studying. As years passed, technology began to develop, especially computers and laptops. In many work forces, the use of computer technology is imperative, whereas in others its usage is questionable. In the field of education, although the use of computer technology is questionable, it has been continuously growing in classrooms. Today, almost all teachers are using some form of computer technology in their classrooms. With the increased use of computer technology in classrooms, the traditional learning method of writing with

I witnessed many interactions throughout my observation. There were two types of interactions and they were teacher-student, and student-student interactions. With the student to student interactions the majority of these conversations were seen through play. The first conversation was about sharing. Two students were playing in the block center and they had trouble sharing certain blocks. These particular students were younger than the others. “That block is mine, I was playing with it first,” the first student said. The other student claimed “no it’s mine!” They were each holding a block and tugging on it. Since they were having trouble sharing and couldn’t resolve it, a teacher had to step in. This is when it becomes a teacher to student interaction. “Friends, we both have a lot of blocks, why don’t we find some other ones we can use.” After that the friends were playing nicely and sharing blocks. Another interaction that happened was students exceeding the number allowed in the center. It also involved two young children who still have a hard time understanding the concept of number limits in a center. The older students tried explaining to them that they can’t be in the center. Some of these comments were “you can’t be in here, there are already five of us,” or “we want to play with you, but we have too many people in here.” The younger students got upset and started crying. Then the teacher came over to address the issue and then it became a teacher to students in the