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    A majority of the families are supportive, wanting to help out in any way that they can. There are two students who we are quite sure have ADD and take medication for it. There is a barrier of language for two of my students, but even that doesn't stand out.

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    A majority of the families are supportive, wanting to help out in any way that they can. There are two students who we are quite sure have ADD and take medication for it. There is a barrier of language for two of my students, but even that doesn't stand out.

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    24 views2 pages

    Contextoverview

    Uploaded by

    api-300099149
    A majority of the families are supportive, wanting to help out in any way that they can. There are two students who we are quite sure have ADD and take medication for it. There is a barrier of language for two of my students, but even that doesn't stand out.

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    ClassOverviewbasedonobservationsanddata

    Usereadingsfromthepasttodescribeyourclassofstudents:
    Taylor&Whittaker
    BridgingMultipleWorlds
    DelpitNieto
    UnderstandingCultureBrief
    HoeksemaPetersen&HittiePearson
    202bookWoolfolkChap2,3,5Levine
    Inthisclassroom,culturaldifferencesdonotplayamajorrolethereisabarrieroflanguagefortwo
    ofmystudents,buteventhatdoesntseemtostandout.Theschoolissodiversethattheintegrationof
    multipleculturesisnotdifficultorunfamiliar/uncomfortable.Staffknowhowtoapproachan
    Culture
    integrativesituationandpotentiallyadjustcurriculumaccordingly.

    Race&Ethnicity

    SocialSystems
    Peers&Family

    Moral,Spiritual,and
    FaithDevelopment

    Attention&Memory

    Language

    7White
    9Black
    8Hispanic

    Studentsareallfriendlywithoneanothernooneiseverleftout.Theysharetheirsnacksandoffer
    assistancewhentheyseesomeoneisstruggling.

    Amajorityofthefamiliesaresupportive,wantingtohelpoutinanywaythattheycantherearealot
    ofparentvolunteersforschooleventsandevenjusthelpingoutintheclassroom.Asforthefamilies
    whoarenotassupportive,IdonotknowhowmanytherearenordoIknowwhatconstituteslessthan
    supportive.

    StudentsattendDiscipleshiponceaweekwheretheylearnanewBibleversetomemorize.Theyare
    allassignedanadulttohavesmallgroupswithafterDiscipleshipaswell.Bibleisincorporatedinthe
    weeklylessonplans.Thestudentsarealwayeagertoprayandespeciallytoprayforoneanotherwhen
    thedaybegins.Thesestudentsareincrediblymatureforbeingasyoungasnineyearsold,with
    understandingsofconsequencesforpooractionsanddecisions.

    TherearetwostudentswhowearequitesurehaveADDbutitstoughtosaywithoutproper
    examination.Theybothhaveanextremelyhardtimestayingfocusedandinturngetfrustratedeasily.
    OnestudenthasdiagnosedADDandtakesmedicationforit.Hisfatherupdatesusalmostdailyonhis
    behaviorsandmedicationfortheday,andthathelpsustoknowwhattoexpectthatday.HisADD
    comesoutmostlywhenthereisindependentreadingtimeandwhentherearemultiplethingsinfront
    ofhimpresentingdistractions.

    TherearetwoEnglishLanguageLearnersinthisclassroom.Iamunsureoftheirhomelanguage,but
    myguessisSpanishandpotentiallyFrenchbasedonthelastnamespelling.Theirlanguagebarriers
    seemtoonlycomeoutintheirreadingabilitiesmorethaninspeakingorwriting.Theytendtoreadat
    agradelevelormorebelowbenchmark,butbotharemakingtremendousprogressinthisreading
    intensiveclassroom.

    Motor&
    Spatial/Sequential
    Ordering

    HigherOrderThinking

    Ability&Disability

    Basicgrossmotorskillsarewelldevelopedinstudents.Theycanallbalanceandwalkjustfine.Ive
    evenseensomeprettyimpressivedancemovesduringsnacktime!
    Finemotorlookstopresentnoproblemseithertheyhavedonesomedrawingsthatcouldleadoneto
    believetheywereolderstudentsThereisafractionoftheclassthatstruggleswithwriting,andthe
    biggestproblemIseeisthattheyhavetroubledecidinghowlargetowrite.Theirwritingislegible
    (mostly)butsomewritesosmallIalmostgavea0becauseIdidntseeanywritingandotherswrite
    solargeIcantreadthequestionunderneath!

    Sofarintheclassroom,Ihavenoticedonemajorhigherorderthinkingactivitythatisdone
    frequently,andthatiswritingbooksummaries.Theteachersdoagreatjobofenforcinghigherorder
    thinkingobjectivesintheirlessons.Theyarefrequentlyaskedtodemonstratetheirknowledgein
    mathematicsanddigdeepertopulloutmoreapplicationandanalysisinreadingandsocialstudies.

    Therearedefinitelytwostudentsinmyclassthatarewellabovetheirgradelevelinreading,whichI
    dontseeaffectingtheirabilitytolearnatallIdontthinktheyrebored,justgoodreaders.
    TherearealsotwostudentswhoareELLsandIdothinkthatthisisinhibitingtheirabilitiesto
    comprehendfourthandfifthgradetext,thereforeinhibitingtheirhigherorderthinkingdevelopment.
    OnestudentinmyclasstakesmedicationforADDaswellasananxietymedication.Thisveryclearly
    interfereswithhislearningasheiseasilydistractedandfindsmanysituationsstressful.Therearetwo
    otherstudentswhoexhibitssimilartraitsbuttheyhasnotbeenofficiallytestedforlearning
    disabilities.

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