Context Options The Class as a Whole Variables Class Overview based on observations and data Based on the observations

s I have made, it is clear that both first grade teachers do a wonderful job of multidimensional and social teaching. Oaks and Lipton discuss this topic, in chapter six; they explain that it celebrates individual differences with in the classroom. In Mrs. Boersmas class the students work collaboratively with a partner for the majority of the day. Very little time in the day is spent with Individual differences Oakes/Lipton (174-178) teacher talk time. When this time does happen it is a very interactive whole class experience. While Levine (299-302, 321-327) I was teaching, I tried to follow their lead and strive for this type of teaching. Oaks and Lipton state that this method is successful because 1. It engages teachers and students together in there production of knowledge, 2. It develops language and literacy across the curriculum, 3. Makes meaning by connecting school content to students lives, 4. Teaching complex thinking, and 5. Teaching through conversation. As whole, Breton Downs works toward full inclusion classrooms. Especially in the early years of Cognitive and development. Some students get pulled for additional reading and/or speech help. To address the Neurodevelopmental differences between students, the teachers do what they can to keep the learning equal. Keeping in differences Bridging(161-166) mind the upper level learners and not letting the lower level learners fall by the way side. Oakes/Lipton (170 - 172) Levine (246+ & Table of
Neurodevelopmental Constructs)

Learning style differences Levine (27-50)

Students learn in very different ways, to address this issue I have observed that my teacher gives many options for variation. The best example of this is a classroom management tool. Mrs. Boersma allows learners to sit on seat cushions, chew gum, wear weighted vest, etc. These are all tools to keep learners focused and ready to learn.

Students with disabilitiesIDEA Bridging(156-162) Oakes/Lipton (295-6 &303ff)

Oaks and Lipton allude to the fact that grouping students based on their similarities as school policy is neither efficient nor effective; it never was and is not now. I agree with this and it is clear in my classroom that Breton Downs also agrees with this statement. Full inclusion classrooms are a good example of this. What I have observed in this classroom is that even though at this age none of the students are labeled as gifted. The teacher works hard on engaging even the most advanced students. This is a challenge that teachers always face. One student in particular gave me trouble with this, but reflecting back I liked that he challenged me because he made me think about how I could add adaptations to my lessons to keep everyone engaged and learning. Breton Downs is majority upper-middle class; this is largely related to neighborhood that surrounds the school.

Gifted Students Bridging(162-166) Oakes/Lipton (295, 302-327)

Social Class differences Bridging(185-210) Oakes/Lipton (9-25) Levine (225-244) Ethnic & Racial differences Bridging(103-121)
Oakes/Lipton (55-65, 94-104)

What I have observed in the classroom is that Racial differences are celebrated. One of the students is from Russia, and his mom came in to help out the class. Mrs. B asked her what kind of food they cooked in Russia and if she would be willing to teach the kids about it. This would help the whole class understand the different culture. What I have observed about gender differences is that the teachers treat both genders equally. An interesting thing about gender in one of my classroom is that there is a student who has lesbian parents. I know this because of a conversation I had with my teacher after parent teacher conferences; however there is no evident discrimination due to this fact. This is a good quality that Breton Downs has; they are very welcoming and nondiscriminatory. There are no language differences in my classrooms at Breton Downs.

Gender differences Bridging(212-224) Oakes/Lipton (277-278)

Language differences Bridging(125-153) Oakes/Lipton (197-202)