The teacher uses information about the learning-teaching context and student individual differences to set learning objectives,

lesson objectives, plan instruction and assessment.

In order to set developmentally appropriate instruction for students, it is necessary to look at student individuality, classroom factors, and involvement of the community and families. These factors will affect student learning.

My kindergarten class consists of twenty- six students. Fourteen are girls and twelve are boys. One of my students entered Kindergarten at the age of four, the rest are five years old. The ethnic groups include twelve African Americans, Eleven Caucasians, two Hispanics and one Chinese. The Hispanic and Chinese students speak and understand English fairly well.

Eighteen of my students participated in a preschool program and eight have not been involved in school prior to this year. Three students knew all upper case and lowercase letters. Fifteen knew twenty or more letters, four students knew less than twenty and four students entered Kindergarten unable to name any letters. The lowest students will be placed on a RTI plan. I have one student who will receive resource for thirty minutes daily.

We have several students with allergies. Items students are allergic to include peanuts, tree nuts, milk, eggs, dogs, cats, cinnamon, shellfish, weeds, dust mites, trees, and ragweed. One student is unable to sit on the rug due to her allergic reactions. She has been assigned to sit in an alternate area. Another student has extremely weak teeth and must wear a mouth guard when involved in physical activity.

The physical environment of this Kindergarten classroom is very spacious. There are seven student tables and two semi-circle teacher tables. Students usually use the tables for

breakfast, snack time, writing and reading workshop; tables are also used to address negative behavior, when students are misbehaving they are asked to put their heads down on their table. Throughout the day students are engaged in morning routines, interactive read alouds, shared readings, science lessons and math lessons while being on the carpet. Every student is designated a specific colored square on the carpet, these seats were given to each student according to their behaviors. Aside from students just being at their table or carpet square, students are also seen at different centers in the classroom engaging in their activity. Each student gets to visit each center throughout the week, we use a pictured pocket chart to keep track on who visits which center on different days. There are twelve centers to choose from, ABC center, art center, blocks center, housekeeping center, computer center, fine motor skills center, math center, science center, writing center, listening center, book center, and the recently added one, the veterinarian center. These centers were made to increase students learning through manipulative. Throughout the school year centers will change according to students increase of knowledge. Each students is given a cubby to place their data notebook, a notebook that keeps track of their daily behavior; below their cubby, students share that space to place their belongings. Students are responsible for taking all of their important notices that are placed in their cubbies home. Students are also given a mailbox where their crayon box, Kindergarten tool book, and writing folder is located. Each student is also given a book bag, where their leveled books are placed in. Students have access to these resources at all times. Students also have access other tools in the classroom.

On the walls there are few visuals that students have access to at all times. The word wall is a wall with the alphabet on it; each students name is placed under the letter that their name begins with. This wall also includes the sight words that students have already mastered. Our

goal for this word wall is to have it filled by the end of the year with words that students have learned. Students also have a visual of the expectations of the classroom, following directions quickly, making smart choices, keeping their teachers happy, using inside voices, using helpful hands and words, and raising their hands when wanting to talk. Students also have access to Merrywoods Lifelong Guidelines; these guidelines are placed right above the smart board where students have a clear view of what Merrywoods expectations are. There are other visuals around the classroom that students can use like, number line, motion and letter chart, how do you feel chart, components of a book chart, and the calendar. Students have access to different types of technology in the classroom.

There are five computers in this Kindergarten classroom, one is connected to the smart board and is only to be used by teachers, the other four are centers where students can engage in different activities such as star fall and brain pop, at this time students are using the computers for Kindergarten assessing. Students also have access to the smart board were they can engage in activities that we have already modeled how to use.

Students have access to a bathroom, which can be used only at certain times of the day, morning and during center time. Students also have access to a classroom sink and water fountain. There is a room that connects to the classroom next door, this room is just for teachers and has supplies and tools that can be used at any time. In case of a lockdown the bathroom and the room connecting to the next door classroom is to be used.

There is a classroom schedule posted outside of the classroom. Students, teachers, and parents have availability to this. The classroom schedule is as follows: Morning procedures, read aloud, shared reading, word work, reading workshop, guided reading groups, writing workshop,

life skill read aloud, recess, lunch, related arts, science or social studies, whole group math, interactive writing, and dismissal.

Community involvement in Merrywood is very important in the school and in the classroom. The Boostathon, is a program where students get pledges from their community to help their school with educational resources. This program not only raises money for the school but also for each classroom, each teacher receives ten percent of the money their class collected. Merrywood also invites allows teacher cadets to be involved in classroom activities as well as sorority and fraternity groups of Lander University. Families also are involved at Merrywood. The PTO is a very active group that support student learning by focusing on what is best for each child and what will increase childrens learning. The PTO communicates invites families to participate in events with their child and always offer their services to families that are in need.

Contextual variables such as: classroom factors, student characteristics, and community and parental involvement effects student learning. The classroom centers are set up for students to engage in activities that are developmentally appropriate according to their knowledge. Students are able engage in these activities because they are not to advance for their knowledge and also allows them to gain knowledge. Community and family involvement also correlates with instructional implications. When the community and families are actively involved with students and their school, students are most motivated to do their personal best. When the Boostathon program invited children to engage in physical activates that promoted exercise and taught about life skills, students were focused on practicing those life skills. The students focus were veered to skills that allowed students to engage in learning.