Professional Documents
Culture Documents
Introduction:
Thissemester,Ihavebeenobserving6yearoldHispanicboynamedTony*inMr.
Martins1stgradephysicaleducationclassandMrs.Buikemas1stgradeclassroomsatOrange
CharterAcademy.Observingatacharterschoolhasbeenafulfillingexperienceduetothe
differentethnicitiespresents,socialclassesrepresented,andlanguagesspoken.Tohelpmebetter
understandTony,Ihavebeenapplyingmuchofhislearningtowhatwehavebeenlearningin
Education202atCalvinCollege.Tonyisafunandenergeticboy,whohasgreatabilitiesin
longtermmemory,spatialthinking,andgrossmotorcontrol,butlacksinlanguageand
communication.Whilereflectingonmyobservationssofar,IhavefoundthatTonystruggles
tremendouslywithEnglishasasecondlanguageandhissocioeconomicstatus,butshowsagreat
strengthinthinking,memory,andgrossmotorskills.Tonyislabeledanatrisklearnerbecause
ofhishomelifeandlanguagebarrier.
Context:
OrangeCharterAcademyisaschoollocatedinGrandRapids,Michigantuckedawayjust
amileawayfromahightrafficintersection.TheschoolisshapedlikeanLandtotherightof
it,thereisaplaygroundthatappearstobeabout10yearsoldduetoitsfadedcolorsandolder
equipment.Toentertheschool,yougotothecorneroftheLandenterthroughtheoffice.
Whenyouenter,thereisadoortotheleftinwhichallguestsmustgotosignin.Therearetwo
receptionistsdesksandbyeachofthem,thereisavisitorsigninstation.Thevisitorsigninisan
electronicmachineinwhichyoutypeyournameandtakeaquickpicture,thatendsuplooking
likeamugshot;bothyournameandpictureareprintedonavisitornice,whichiswornaround
yourneck.Asyouexittheoffice,youturnlefttogotowardthegym.Asyoumakeyourwayto
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thegymbyturningleftfromtheoffice,youwalkthroughnarrowhallwayswiththestudentsart
hanginguponthewall.Afterwalkingbyalltheabstractart,whichwasdonebytheyounger
students,Imadeittothegym.Thegymisaolderbasketballcourtthathastanhardwoodfloors,
concretewallsfilledwithbannersoftheschoolsaccomplishments,silverbleachersthatpullout
whenneeded,astorageroom,andMr.Martinsoffice.Onthehardwoodfloor,thereisadecalof
theschoolnameandtheirmascotaferociousbear.Thehallwayparalleltothegymisthe
culturehallway,inwhichall48countriesrepresentedatOCAhasaflaghangingandpictureof
thechildwhorepresents.Byroamingthroughthehallwayandlearningabouttheschool,Ihave
cometotheconclusionthattheschoolhasmanyfocusesincludingcreativity,faith,diversity,and
acceptancetoall.
TheNationalCenterforEducationalStatistics(2013)revealedthattherewere669
students,withanalmostequalratioingender.Furthermore,morethanhalfofthecommunityis
BlackandaboutaquarterisWhite.Sinceitisacharterschool,OrangeCharterAcademy
receivesgovernmentfundingtosupporteducation.Over70%ofthestudentsareeligibleforfree
lunch(NationalCenterforEducationalStatistics,2013).AccordingtotheOCAwebsite(2011),
theschoolhasfivemainfocusesthateachteachertriestoportrayintheirclassroom:preparing
[children]foralifetimeofsuccess,academicexcellence,moralfocus,parentalpartnership,
studentresponsibility,andsafetyandsecurity.Thesemaingoalsgivethestaffandstudentsa
frameworkforthingstobeexpectedatOrangeCharterAcademy.
Mr.MartinisthePhysicalEducationteacherwhoteachersfromtheYoungFivestothe
8thgrade.Mr.Martinkeepsvarioustypesofsportequipmentinthegym:lacrosseandhockey
sticks,basketballs,soccerballs,teeballstands,andevenairbagsthathelpstudentslearnthe
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techniquesusedinvolleyball.Afterseeingalltheequipment,Iamundertheimpressionthatthe
schoolisfundedwellenoughtogivethestudentstheopportunitytotryeachsport.WhenIam
withMr.Martin,IobservetheYoungFives,whicharethestudentswhoenterthegradewhen
theyarefouryearsoldbutturnfivewithintheschoolyear.EnrollmentinYoungFivesisnot
mandatoryforchildren,butitgivesstudentstheopportunitytoprepareforKindergarten.After
YoungFives,Iobservethe1stgradersinthegymandinMrs.Buikemasclassroom.Theysay
theyoungerthestudentsare,thehardertheyaretotakecareof;however,Mr.Martinsstudent
teacherPathascertainmethodsthatcontributetotheorderduringPEclassfortheYoung
Fives.WhenboththeYoungFivesandthe1stgradersarebeingloud,Patclapsafewtimesto
arhythmicbeat,ifthestudentsarepayingattention,theyclapthemimichisclappingandstopto
lookathim.AnalternatewayPatgrabstheattentionofthestudentsisbyblowinghiswhistle
once,atthistime,thestudentshugwhateverpieceofsportsequipmenttheyhaveandlookatPat
forfurtherinstructions.Bymakingtheseobservations,Igotasenseofhowbothclassesare
handledandrun.
SocioculturalLanguageandSocioeconomicStatus
MyfirstdayobservingatOrangeCharterAcademy,Isawhowdiversityplaysabigrole
intheschoolandtheacademics.Bygoingthroughtheculturehallwayandseeingallthe
countriesrepresented,IgottheimpressionthatOCAtrulyisopentoallethnicitiesandhasthe
toolstogiveallstudentsequityinthislearningenvironment.InMr.Martinsgymclass,about
85%ofthestudentsareeitherBlackorHispanic,50%ofwhichhaveanativelanguageother
thanEnglishathome.ThereweretwoAfricanAmericanstudents,oneofwhichhadcornrows,
conversinginanativelanguageforaboutthreeminutesuntilthestudentteachermadearemark:
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YouareatschoolandeveryonespeaksEnglishhere.Pleasedothesame.Mr.Martintoldme
heknowsthatEnglishcanbehardifitisasecondlanguage,butthatdoesnotmeanthestudents
shouldnotspeakintheirNativelanguagesotheycanavoidlearningproperEnglish.Inthe
YoungFivesclass,thereisanativeKenyangirl;whentheclassistoldtodosomething,she
doesnotreactquickly,rather,shewaitstoseewhattheothersaredoingandfollowtheirlead.
Whenthe1stgraderscameintothegym,Mr.Martintoldmethepercentageofstudentswho
speakanativelanguageotherthanEnglishis10%higherthanthatoftheYoungFives;
however,theirlanguageismoredevelopedduetotheirhigherclasslevel.Tony,thelearnerthatI
amobserving,grewupwithhisLatinAmericangrandparents.HemainlyhearsSpanishathome;
however,whenheiswithhismother,whichisveryseldomduetoherbusyschedule,they
converseinEnglish,butsometimesTonyneedstranslatingtofullyunderstandwhathismotheris
saying.Duringgymtime,TonyseemstopurposelysurroundhimselfwithotherHispanic
students75%ofthetime.Whentheyspeaktogether,theytendtosaycommonEnglishgym
phrasessuchasPasstheballorItsyourturn.Veryseldom,maybeonceperhalfhour,they
converseinSpanishforaminuteortwo.WhenMr.MartinhearsthemspeakingSpanish,he
encouragesthemtotrytothinkofhowtosaythedesiredphraseinEnglish.Anotherexampleof
TonyslanguageabilitieswasevidentinMrs.BuikemasclassroomwhenTonywasreading
aloudtome.Hewashavingahardtimesoundingoutwordsincludingcaribou.Furthermore,
whenhemetwithhisESLteacher,itwasevidentTonyhadadifficulttimeansweringaquestion
duetohislackofvocabulary,buthewasabletouseadifferentwordtogethispointacross.
Whileobservingtheseexamples,IwonderedwhichlevelofproficiencyTonysEnglishwould
fallintoBasicInterpersonalCommunicationSkillsorCognitiveAcademicLanguage
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Proficiency.Sinceheisabletoholdaconversationandknowsessentialwords,hedoesnotfall
intoBICS(Haynes,2007).However,heisntproficientatthelevelofCALPbecausehehasnot
yetmasteredEnglishfully,yet,hecandomanyoftheclassassignmentswithouthesitationor
confusion(Haynes,2007).BecauseTonyspeaks90%ofhisEnglishatschool,heishavinga
hardtimegraspingkeypartsofthelanguage,whichaffectshislearningintheclassroom;
however,hislanguageisimproving,whichclearlyshowssomeofthechallengeshehas
overcome.
WhenIcameintotheschoolonebriskmorning,IenteredthegymandsawTonywearing
awhitepolo,khakis,blackandwhiteAdidassneakers,andaredOhioStatesweatshirt.
AccordingtotheOrangeCharterAcademywebsite,thedresscodeconsistsofabrightgreen,
white,ornavycollaredpoloandnavyorkhakidresspants.Although20%ofstudentswerenot
wearingschoolcoloredsweatshirts,Istillwonderedwhymyspecificlearnerwasnotwearingan
appropriatesweatshirt.WhenweleftthegymtogotoMrs.Buikemasclassroom,allthe
studentswereaskedtogetthishomework,whichconsistedifpracticingvocabularywords,to
turnitin.IfollowedTonytohiscubby,whichhadawornoutblueraincoatononehookanda
batmanbackpackwithaholeonthebottomcornerontheotherhook.Tonysaidhedidnotlike
hisbackpackandwantsanewonebecausetheBatmanoneisfromwhenhewasintheYoung
Fivesin2012.Whileotherstudentspulledoutafolder,Tonywasonly1of2whojustpulled
hisscruncheduphomeworkfromhisbackpack.Whenhetoldmeheaskedforanewbackpack
anddidnotgetitandfailedtobringafolder,Igotthevibethathisfamilymaynotfinancially
stable.IquestionedwhetherTonyhadessentialmaterialsforstudyingathome.Accordingto
Pearson,studentsthatcometoschoolfromalessstablehomearemorelikelytobelessprepared
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forschool,whichshowsthereisnotapreparednesstolearn(Taylor,152).AccordingtoMr.
Martin,Tonycomesfromalessstablefamily.WhenhismotherattendedOCAin8thgrade,she
unexpectedlyleftandreturnedafterseveralmonthswithababy.Thefatherofthechildwasnot
aroundtohelpsupportthebaby,thusleavingTonysmothertoturntowardherparents,whoare
immigrantsfromLatinAmerica,tocareforTonywhileshecaughtuptogether8thgrade
diploma.SinceTonysbirth,hehasmovedfourtimestodifferentapartmentsinGrandRapids.
AccordingtoHardTimesGenerationvideo,itisevidentthatfamiliesinfinancialtrouble
constantlymoveinhopestobecomefinanciallystable(Pelley,2011).Tonysgrandparentswere
verysupportive,butmadesurethatTonyandhismotherhadarelationship.Currently,Tonys
motherhasajob,isworkingtogetherhighschooldiploma,andtryingtomaintainahealthy
relationshipwithherTonyeventhoughtheirschedulesarequiteconflicting.WhenIheardthis
story,IquestionedifTonyisdevelopingaswellasothersduetohishomesituationand
socioeconomicstatues.AccordingtoPearson,somechildrenlivinginpoverty/lowerincome
homeareatriskforimpaireddevelopmentinschools;Tonyssocioeconomicstatusisa
socioculturalfactorthathasplayedaroleinhispreparednesstolearn.
Neurodevelopmental:SequentialandSpatialThinkingandMemory
Longtermmemoryandactiveworkingmemoryarebothimportantwhilelearningmath.
Longtermisimportantbecauseitispermanentandcanholdanabundantamountofinformation
(Ericsson,1995),whileactiveworkingmemoryinvolvesholdinginformationtogetherwhile
tryingtodecipherhowtousetheinformation(Morin,2013).Baseduponmyobservationsit
appearsthatTonyhasastrengthinlongtermmemoryandactiveworkingmemory.Whilein
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Mrs.Buikemasclassroom,Tonyandtheotherstudentswereaddingandsubtractingtwodigit
numbers.WhilelookingoverTonysshoulder,Inoticedsomeoftheproblemsareeasierbecause
theyconsistedofaddingtogethersmaller,onedigitnumbers;however,theproblemsgradually
gotharderwhenTonyhadtoaddtogethertwodigitnumbersandcarrythe1intothetensplace.
OnceIhelpedhimoutalittlebit,hewasabletocompletetherestonhisown,onlymakingfew
errors.ThenexttimeIwaswithTony,theywereaddingandsubtractingthreedigitnumbersand
doingwordproblems.Aftergettingpracticewiththreedigitnumbers,Tonylookedattheword
problemthatstated,Therewasaanairplanethatcouldhold430passengers,buttherewereonly
294ontheplane,howmanyseatswereopen?Tonytriedtocompletetheproblem,butwas
embarrassedwhenhegotitwrong.IlookedaroundtheclassroombecauseIwasquestioned
whetherornototherstudentswerealsohavingdifficultywiththisspecificproble;Idiscovered
about40%ofthestudentsintheclasshadahardtimewiththatone,soMrs.Buikemawentto
thefrontoftheclassroomtoexplainhowtodoitanddrewapictureinordertohelpthestudents
visualizeit.Shetoldthestudentsitisjustlikeaddingandsubtractingthreedigits.WhenMrs.
Buikemaexplainedhowtodoitwithwhatthestudentsalreadyknow,Tonywasabletosolveit
beforeMrs.Buikemarevealedtheanswer.BecauseTonywastryingtopieceknowninformation
tonewinformationlearned,heisusingactivememory,whichisimportantinmathbecauseit
dependsonanumberofskillsthatbuildononeanother(Morin,2013).Bystoringand
retrievingknowmathematicalconcepts,Tonywasusinglongtermmemory(Ericsson,1995).By
usingbothactiveworkingmemoryandlongtermmemory,Tonywasabletocomprehendeach
mathproblemandsolvethemwithnearlynoissues.
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SequentialandSpatialmemoryisimportantbecauseitgivespeopletheunderstandingof
howthesurroundingworldworks(Levine,2012).ThroughTonysactions,itisevidentthat
spatialandsequentialorderingarestrengthsofhis.WhenPatwasgivingthe1stgraders
instructionsaboutthepuffballs,hegavethemvariousdifferentactivitiesonhowtousethe
puffballs.Inordertoresisthittingthefloor,eachstudentwouldhavetohitupthepuffball
continuouslyuntiltheylostcontrol.Atfirst,100%ofthestudentsbegantohitthepuffballup
withtheirdominanthandandfeltasenseofaccomplishmenteverytimetheysaveditfrom
landingonthefloor.About85%ofthestudentswerehittingitabout3feetabovetheirhead,thus
makingithardtodeterminewhereitwasgoingtofallandhowfast.MylearnerTonyrecognized
thattheloweryouhitthepuffball,theeasieritistocatchitandhititupagainbeforeittouches
thefloor.Thesurroundingfourstudentswereinformedandthatgroupoffivestudentswasable
tokeepthepuffballintheairalmostthreetimesaslongasotherstudents.Basedonthefactthat
Tonywascreatingastrategytokeepthepuffballintheairlonger,itwasevidentthathefounda
pattern:thehigheryouhitit,thefasteritcomesdown,thusmakingithardtohitupbefore
touchingthefloor.Iquestionedwhetherthiswasspatialorsequentialthinking,butdiscovered
thatTonyisusingspatialorderingtoestablisharelationshipandpatternofthepuffball(Levine,
2012).WhenPattoldthestudentstoswitchbackandforthfromnondominanttodominant,the
studentsstruggledwiththeircoordination.However,bythemunderstandingandbeingconscious
ofwhichhandisdominantandwhichisnt,theyarepracticingspatialordering.Levinedescribes
spatialthinkingas"asetofmindoperationsthatenablesustothinkaboutandmovearound
withintheirmindsimpressivelycomplicatedimagesandspatialrelationships(2012);bysaying
this,Levineistellingtheaudiencetheimportanceinbeingabletomovearoundphysicallyand
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mentally.Whileusingthepuffball,itwasevidentthatTonywasusingmovements,butalso
usingmentallogictodecipherwhathethinksheshoulddo.WhileobservingTony,Inoticedhe
kepthittingthepuffballuptoacertainheighttherefore;bothhisleftandrighthandswereableto
timethepuffballperfectlysothathewouldnotdropit,besidestheoccasionalslips!ByTonys
abilitytopracticehittingupthepuffball,heusedspatialorderingtofindpatternsand
connectionsthatcouldhelphimimprove.Inadditiontospatialordering,Tonyalsodisplayed
grossmotorcontrolbyhisabilitytousebothhisdominantandnondominanthandand
controllinghismuscles.AccordingtoWells,grossmotorcontrolistheabilityrequiredtocontrol
thelargermusclesofthebody(2012).Tonyhitthepuffballupwithbothhandsandidentified
thatitwaseasiertohitwithhisdominanthand.Byusingbothhands,Tonywasabletoidentified
thathisstrengthplayedanimpactonhowthepatternofthepuffball;whenhefiguredthisout,
Tonybegantoregulatehishitssotheywouldstayroughlyatthesameheight.Byusinghisgross
motorskillsandspatial,Tonywasabletoberegulatethepuffballandmakemoreconnectionson
thepatternspresent.
Conclusion:
ThroughoutthissemesteratOrangeCharterAcademy,IwasabletoobserveTonyand
watchhimgrowinhisacademics.WhenIfirststartedtoobserve,Inoticedhowharditwasfor
TonytofullyunderstandEnglish;however,laterinthesemester,InoticedhisEnglishwas
improvingbecauseofhisabilitytofindproperwordswhenansweringaquestion.BothhisESL
teacherandhisstudiousnatureplayedanimportantroleinTonysprogressioninlearning
English.Becauseofhisbrokenhomelife,manyquestionaroseinmyheadregardingwhetheror
nothewaslearningtothebestofhisability.However,itwasevidentthatTonysdetermination
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helpedhimbreakthroughthesenegativehindrancesthuscausinghimtonotbefullyaffected.
Tonyslongtermandactivememorywereevidentduetofindingpatterns,recallinginformation,
andpiecingknowmathprocedurestogether.Throughhisspatialthinkingandgrossmotorskills,
Tonywasabletobefullyawareofthelocationofhispuffballandhisusetheproperamountof
strengthtokeepastablepatternofhispuffball.Language,socioeconomicstatus,memory,and
thinkingallplayedacrucialroleinTonysdevelopmentandcontributedtohislearninginthe
classroom.
*Allnameshavebeenchangedforsecuritypurposes.
References
Ericsson,K.A.,andWalterKintsch."LongTermWorkingMemory."Psychological
review102.2(1995):21145.ProQuest.Web.21Apr.2015.
Haynes,J.(2007,March).ExplainingBICSandCALP.InEverythingESL.RetrievedMay3,
2015.
Levine,M.(2012).Amindatatime:Howeverychildcansucceed.SimonandSchuster
Morin,A.(2013,December16).5WaysKidsUseWorkingMemorytoLearn.InUnderstood.
RetrievedMay9,2015.
NationalCenterforEducationStatistics.(20122013).RidgeParkCharterAcademy[DataFile].
Retrievedfromhttp://nces.ed.gov/ccd/schoolsearch/school_detail.asp?
Search=1&SchoolID=260020801135&ID=260020801135
Pelley,S.(Producer).(2011).HomelessChildren:TheHardTimesGeneration[Motionpicture].
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sourcesofracialandgenderdisproportionalityinschoolpunishment.Theurban
review,34(4),317342.
Taylor,L.S.,&Whittaker,C.R.(2003).Bridgingmultipleworlds:Casestudiesofdiverse
educationalcommunities.Boston:AllynandBacon.Povertyandsocioeconomicclass,146
168.
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Wells,K.R.(2012,August21).Grossmotorskills.InHealthofChildren.RetrievedMay6,
2015.