Module 2

After reading chapter 4, it really gave a good insight to many things that students and teachers struggle with each year and how to help with these issues. The biggest thing that stood out to me and related to everything else in the chapter was the advantages and the problems with labels. Like mentioned in the chapter, they can be a good or a bad thing; helpful for teachers, yet gives the opportunity to stand out in a negative way for the student. Labels on students who may have disabilities, disorders, or injuries can cause issues (pg. 120). This doesn’t tell exactly what treatment or help a student needs because all students are different. I think it is so important for teachers to understand that everyone has their own needs and shouldn’t be just a label. I know that growing up and going through grammar school, there was the "special ed. room" and all the students knew who was in there and treated them differently. I like that students are now more incorporated in the normal classroom, and the stigma of being a "special need" student is not as prevalent. Teachers need to also consider that there are multiple intelligence's and that students may connect differently than others. Understandings and connections can be made with all students if the teachers take time to figure out the best way (pg. 126). Teaching with different learning styles in general should happen always (pg. 132). Some students may need to find a way they can stay focused, especially when they aren’t at school and need to do work at home. 

Chapter 5 I felt is a very important chapter to understand. Today, there are so many different cultures and languages mixed together in most schools. A teacher needs to know how to communicate, relate, and accept every student they have (pg. 189). For students who are English language learners, it can be very difficult, but can pay off for them. The goal is for these students to be a master at both. When shadowing a school, one student gets called out for ELL and it is very subtle and he doesn’t feel different and the other students don’t ask questions. Teachers need to understand and work with these students and know what they are going through. These students learning another language may have a learning disability, and this could be hard to figure out because their language is already limited (pg. 200). This can also go the other way with labeling a student with a learning disability when they really don’t have one just because of the language barrier. This chapter just shows how important it is to reach every student and to never give up on someone too quickly. Frustration may come, but every student has the right to learn with patience and kindness from their teacher.

Chapter 6 focused on diversity in the class room regarding race, social class, and gender. Culture diversity may be one of the most problematic things seen in schools. Big things that teachers encounter can be holiday customs, clothing, or just in the way a conversation may begin (pg. 214). This doesn’t mean all cultural differences will cause a problem, but they can arise. Stereotyping from students and teachers will happen, but can’t happen. This is something that I know happens all the time no matter where the work place is, but as a teacher you must look past all of that to be successful. Students can feel that they don’t have a chance in the future because of their race or social class. The students in poverty need to stay in school and be encouraged to continue with their education to end the trend of them not being successful (pg. 217). The last topic talked about was about gender and the gender bias seen in the class room (pg. 232). Gender bias simply must be avoided at all causes. We don’t know what it is like at their households, but no matter what, we as teachers need to make sure everyone feels equal. This is a problem that has been seen in education, sports, and careers, and it needs to end, at least in the classroom. Whatever teachers can do to prevent any discrimination is prevalent, and I know this is going to be something I focus on in every aspect. Feeling discriminated against will not give a student the power to work harder, it will just bring them down. To at least have one place that they feel accepted and equal can be enough to change a student’s mindset on their life.

Module 1

The topic this article is on is correlation research. This kind of research is used when determine how or if two or more variables are related in a single group of people. The difference between correlation research is that there is no attempt to manipulate the variables at all and it is done through observation and random variables. In the article, the difference between correlation and experimental was discussed in detail.

            In experimental research, the variables are manipulated in some way and then the effects are measured. An example that was given was showing the relation between cholesterol and blood pressure readings. In an experimental research study, they would somehow manipulate one variable to see the outcome of the other. This can show that if there is a change in one then that could be the reason for the change in the other. Looking at the correlation research, no manipulation would take place, just measurements would be made and the outcome would be as is. This kind of data can only be interpreted but cannot prove anything.

            After reading on this, why would anyone want to use correlation research over experimental research? What is the point of interpretation versus an actual proven statement? Well, correlation has a direction that can easily be seen when the results are plotted. A positive correlation shows if someone scores above or below the average on one measure then it should be similar when looking at the other. A correlation can also show the strength of the relationship between the two things being measured from the range of 1 to -1, where 0 is no relationship, or uncorrelated, and 1 and -1 having perfect relationship. The relationship can be seen anywhere between this range and this is quick way to show if there is a relationship at all without having to go into the depths of performing an experiment.

            Correlations are important because they describe a relationship that things have in common with each other. The major take away is that correlations do not prove a cause and effect like an experiment can do. There are different kinds of relationships such as positive, negative, linear, and nonlinear. These can all be shown when graphed appropriately and is an easy way to visualize if there is a relationship between things in a different way. Correlation research can easily be performed in the class room and can help teach how different things can relate to others and how much, if any relationship is there.

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: Roosevelt Elementary School Dolton, Il

Type of School: Elementary school, Middle School, High School, or Other:   Elementary and Junior High

Setting: Urban, Suburban, or Rural: Suburban

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).

In my class I am shadowing, there is a reading instructional aide who comes into the class room for reading and pulls small groups to work on skills. She also will work one on one with students when reading novels. She comes every day for the reading block and doesn’t make it apparent why she is there. No student that I have seen has commented on her or the child being helped which is good to see. Also, three times a week a teacher will pullout one of the students in the class room for ESL help. He is the only student who needs this extra feature in the classroom. He is gone for about 30 minutes per session.

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.

The reading curriculum “Ready GEN” is very structured and has a pacing guide for each day. There is little deviation from the plan when it comes to reading. When it comes to other subjects like math, science, or social studies, a less strict curriculum is followed and there is more room for personal lessons and holiday focus. For standardized testing, students will take the PARCC Test in March and April, so there are modified lessons being taught during that time.

2.       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).

NA

About the Students in this Class [Give a brief or one word response]

1.    Estimated percentage of students eligible for free/reduced lunch: 100%

2.    Grade level(s): 3

3.    Number of

a.    students in the class: 17

b.    males: 8

females: 9

c.     English language learners: 1

d.    students identified as gifted and talented: 0

e.    students with Individualized Education Programs (IEPs) or 504 plans: 0

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
Behavioral Modification	1	Check in check out program for behavior monitoring
Reading Instruction	3	Small pullout group work with aide
ESL	1	Pullout 3 times a week for 30 minutes to work on English

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?
The school day is from 8:35am-3:00pm. All time of this is dedicated to instruction except a 45-minute plan period and a 30-minute duty free lunch. My specialty is Science and that is taught about 40 minutes per day.

2.    Is there any ability grouping or tracking? If so, please describe how it affects your class.

Students take benchmark assessments four times a year where they can be grouped and tracked at the teacher’s discretion based on their abilities. Groups change based on ability. Students aren’t aware of what group they are in, but are aware they are getting pulled in for different things throughout the week.

3.       Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.

The one lesson I helped teach was a math lesson on money. The Harcourt Math book Illinois Edition was used.

Harcourt School Publishers, 2006.

4.    List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class.
We used the SMARTBoard for an interactive money activity and used fake money to count and identify.

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?

   What the students knew the most about the money lesson was identifying them and knowing their value. The biggest thing they had trouble with was actually counting up different amounts of money when asked. I don’t know much about the students because I have only observed twice so far.

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

One teaching event that I observed was having the students reading a novel or have the option to following the SMARTBoard reading their novel to them. This gave the opportunity for visual or auditory learners to pick their mode of learning. After a few pages were read the teacher had them talk to the people at their table and discuss what happened and why. It was a good way to have the students interact with one another and listen to other’s thoughts and ideas.