Module 1

Reading Anita Woolfolk chapter one (Learning, Teaching, and Educational Psychology), our classrooms are made up of many cultures and ethically.  Students and teachers are learning to work with each other and building relationships. Although the classrooms will soon be diverse and most of the teachers will be white, students can still succeed in life. (5). Teachers can make a difference in a student life no matter what background the teacher is from.  In high expectations for teachers and students (6) the NCLB Act takes away from struggling students. Also, makes it very more difficult for the teacher to meet AYP standards. It is common sense to select random student to participate in different activities specially in reading (13).  I remember as a child I did not like the teachers to call on me because I felt that nervous and I would mispronounce many of the words. I did not want anybody laughing at me.  In class I always select students that I know that will be able to read the students.

            Another concept that I read for the reading this week was about differentiated instruction (p. 10).  In the past, students with special needs were in a separate class set away from the “normal” students. Today, most schools practice mainstreaming.  My class 2^nd and 3^rd graders mainstream with a regular ed class for gym.

             In the second chapter, the concept I liked was The Brain and Learning to read (38-39) I found it interesting know how the brain works when one reads. Every one brain works differently and at times process information at a different rate. As a future teacher one must be able to recognize a struggling student and accommodate to their needs. For example, a struggling student will not recognize words, sounds or symbols the same way a “normal” student would.

            In the third chapter, I really enjoyed reading about Erikson’s of psychology development (87-92). Erikson’s theory determines that parents and society can affect a child’s development through adulthood. Also, Erikson believed that everyone must pass through a series of eight stages in life. The 5^th stage Identity versus role confusion was difficult for me because as an adolescence I struggle to understand life. As an adult I believe it was because my parents were going through a divorce. One might go through these stages in life, but I believe that everyone is different and will pass through the stages at different times.  

Context for Learning Description of School and Students

Trinity Christian College Field Experience Form

Context for Learning

Description of School and Students

About the School Where You Are Observing or doing Field Experience

School Name and City: Ridge Central   Chicago Ridge

Type of School: Elementary school

Write your responses to the three questions below in paragraph form.

1.       List any special features of the school or classroom setting (e.g., themed magnet, classroom aide, bilingual, co-taught with a special education teacher, pull-out program).

Ridge Central is a public school that consists classrooms of Regular Ed with co-taught, Special Ed, EL program as well as Occupational therapy.  Students get pull out for EL, speech, and OT throughout the day. Every grade level has at least two aids in the classroom.

2.       Describe any district, school, or cooperating teacher requirements or expectations that affects the planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.

Chicago Ridge, Ridge Lawn and Finley Junior High are part the Chicago Ridge School district and

part of Oak Lawn area. The school follows the implementation of the New Illinois Learning standards incorporating the Common Core.  The school is going on its second year in participating in PARCC testing.

3.    For special education only: List any educators with specialized expertise in the school/district (e.g., specific disabilities, subject-specific pedagogy, English language development, speech therapists).

               

                In a special ed classroom settings, every day a teacher in the EL programs would push in and interact with students that are in the program for half hour.  Every day a speech therapist or OT therapist pulls students out for half hour depending on whose turn it is.

About the Students in this Class [Polite ]

1.       Estimated percentage of students eligible for free/reduced lunch: Whole school is eliglble for free/reduced lunch

2.       Grade level(s): 2^nd and 3^rd grades

3.    Number of

a.    students in the class: 11

b.    males:  7

females: 4

c.     English language learners: 3

d.    students identified as gifted and talented: 0

e.    students with Individualized Education Programs (IEPs) or 504 plans: 11

4.    Complete the chart below to summarize required accommodations or modifications for students receiving special education services and/or students who are gifted and talented as they will affect instruction. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.

Special Education Category	Number of Students	Accommodations, Modifications, and/or Pertinent IEP Goals
Example: Learning Disability	Example: 4	Example: Close monitoring, follow up, and Resource Room
Specific Learning Disability	11	Modify tests, homework, any curriculum, read direction, longer test time, positive reinforcement, repeat instructions, work in small groups, use tablets for spelling test, reteach concepts, practice on white board, frequently ask questions, hands on techniques, smart board, every day journal,
ADHD	1	Modify test, homework, read direction, longer test time, positive reinforcement, repeat instructions, work in small groups, usage of table when taking spelling test, every day journal

About the Class You Observed

1.       How much time is devoted each day to instruction in the classroom? Describe the class periods (if applicable)? Choose a content area of your specialty or major. How much time is devoted to teaching that subject?

I would say 3 to 4 hours each day the time is devoted to instruction in the classroom. During reading, it’s a roughly hour and half long but with rotation. There are four different centers  set up with different activity such as reading or listening to story follow by answering modify questions. Another center is set as a writing center that allows students to create sentences base on their reading.  The two other students are interacting with the teacher and aid.  The center are rotated every 20 minutes.

2.       Is there any ability grouping or tracking? If so, please describe how it affects your class.  Yes, El teacher comes in everyday during math for half hour and interact with the students. A speech and Occupational therapist would often pull out different students throughout the day.

3.    Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.   Math textbook published by Glencoe McGraw Hill and he materials are published on a website called ConnectEd.  Use SRA Reading Matery and SRA Corrective Reading Direct Instruction Program.

4.    List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class. 

        Smart Board, Educational games, tablets, many  online educational games

5. What do you know about what your students know, what can they do, and what are they learning to do? What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?

         

        Students are very polite and eager to learn.  They really try their best and take pride of their work. The classroom is very diverse it contains different race, culture and religion. They understand that religion is an important topic and respects one another beliefs

  

6. Describe one teaching event. What best practices in teaching were used?

Students work on creating good sentence and paragraph by using the four square technique. They have to pick any topic that they like and in each square write one sentence and draw a picture. Each student have their “special” own journal book. In this book they rewrite their sentence and create a paragraph follow by an overall picture about their story. In the end, each student come up to the front and reread their story to the classroom.  The teacher has different way of cheering them on with different types of clap. For example, there’s a firecracker clap, golf clap, seal of approval clap, fast, slow clap, looking good clap, alligator clap and round applause clap.  The students really enjoy choosing a certain clap.