Contextual Factors

The class being observed is a ninth grade Math Enrichment course. The class alternates teachers
form week to week, and meets from 10:40-11:40. The classroom is set up efficiently for a math
course. There is a Promethean board at the front center of the room and two whiteboards, one on
either side of the Promethean board. The objectives for the day are listed on the left-most part of
the left whiteboard. The teachers desk is positioned in the front of the classroom, right beneath
the left whiteboard. There is an ActiView Projector on the desk that is used to display work onto
the Promethean board. The teacher also has a stapler, a set of protractors, textbooks, a holepuncher, and tape for the students and teacher to use as needed.
The classroom is decorated with the right amount of posters, several of which are some ideas the
school wishes to instill in the students. There are many pictures of the teachers family, the
teachers coaching activities, and framed diplomas. Many teacher of the year awards are also
displayed around the teachers desk. Two bulletin boards are hung in the room: one beside the
classroom entrance, the other behind the teachers desk. There is a calendar on the bulletin board
near the door, along with some other information for the students (including a map, bell
schedule, and more). The calculators are in rows on a table in the back of the room, where the
students can easily access them when needed. The teacher also has a collection of pigs displayed
on his cabinets, most of which are gifts from past students.
The teacher has a file cabinet of past resources, along with a set of files on his desk with current
class information. With this specific class, the teacher may use the students other teacher as a
resource. The internet can also be very useful when deciding how to present information. This
class does not actually use a textbook. This is due to the fact that it is an enrichment course,
which means that the class is focused on enhancing the ideas the students have learned in their
other math classes. The main resources used in this class are worksheets, quizzes, activity
sheets, and hands-on activities to practice the concepts they have learned. Because of the nature
of this class, there is little parental involvement.
The students of this class have a set of rules they are expected to follow. The first rule is that
they should always follow directions when they are given. They are also expected to show
respect to other students and the teacher at all times. They should come prepared for class every
day. When the students have a comment or question, they are expected to raise their hand and
wait to be called on. Conflicts/disagreements will not be discussed in class but, instead,
discussed after class is over.
The students desks are in rows facing the front of the classroom, where the white boards and
Promethean Board are placed. The teachers desk is positioned in the front of the classroom, to
the side of the Promethean board. There are computers at the back of the room, and shelves and
cabinets against the walls on many sides of the room. The trash cans have also been placed away
from the students desks to prevent them from attempting to play basketball with their garbage.

When the students are grouped together, the teacher must ensure that no one is placed with
someone they do not get along with. It is also important to keep students separated who are too
disruptive, and will be unable to complete any work if paired together. Most groups are formed
by placing stronger students with weaker ones to help enforce the learning.
The class begins each day by grabbing a calculator and taking their seat. They are then expected
to begin the assigned worksheet or displayed problems while the teacher takes attendance. After
the teacher finishes the attendance, the worksheet or problems are discussed. The teacher then
begins the lesson for that day, and teaches until the class ends.
The students in this class are all either fourteen or fifteen years-of-age. There are eighteen
students in the class, seven males and eleven females. None of the students in this class are in
need of accommodations, and they are all English-speaking individuals. There are only two
different races in the class: African American and Caucasian. There are nine African American
students, seven females and two males, and nine Caucasian students, four females and five
males. The students in this class are mostly middle-to-low level learners; however, there are a
few students who are more advanced than the rest. Clearly, there are very few cultural
differences in the classroom.
The students in this class are very diverse in their interests. One of the students is a cheerleader
at the school, but most of them are not involved in any school sports. Some of the students enjoy
sports, music, art, or dance. Others have not openly expressed their interests. Many of them,
however, have shown a great interest in social networking, texting, and being around their
friends. Some students are very involved with their church, while others are not and may prefer
to spend their time doing other activities.
As with any class, there are different types of learners in this class. Some of the students are
clearly visual learners, while others learn best through a lot of practice. Some seem to learn best
individually, and some do better when they are able to work with a partner or group. There are
also some who need to be seated at the front of the classroom in order to stay focused and learn
well.
The students in this class are quickly and easily distracted. Any small thing can, and probably
will, send them into a conversation that does not relate to the class. Since it is so easy for them
to get off task, it is important that they are not given much free time. When the teacher looks
away, even for a brief moment, several students begin to chat across the room. They stop
working on the assignment and begin to mouth words to each other. The students are also very
quick to speak when they have a comment about something, even if it is not necessarily
appropriate or relevant. There are a few students who rarely respond to any of the discussions.
The students do respond well to the use of humor in the lessons, and they seem to enjoy the calm
way the teacher redirects their attention. One student, on several days, has become too relaxed
and decided to lay his/her head on the desk. Other students will use any excuse they can to get
up out of their seats. Sometimes they get up for no other reason than to walk over to a friends
desk and say one word.

With this class, it is important to present the information they have learned in a way they are able
to practice and, hopefully, gain a better understanding of the material. The approach I wish to
take is to allow them to be actively involved in the concept by using hands on activities. The
students will also need to have their focus redirected in the right place many times throughout the
lesson. This will be accomplished through quick comments about paying attention, questions
asked about the work, and explanations that the directions will not be repeated. The students will
need to be monitored while doing their work to avoid chaos and help rid them of the temptation
to be social instead of working.
While planning lessons for this class, it will be important for me to keep in mind the different
levels of ability, as well as the behavior of the students. I will need to plan each activity in a way
that the lower achieving students are not overwhelmed and are able to finish, but also so that the
higher achieving students do not finish so early they have nothing left to do during class.
Because of the great difference in abilities, I will always make sure to have a large selection of
extra problems or activity sheets for early finishers. I will also need to make sure the activities
are engaging and have a purpose. Many of the students will not make an effort if there is no
incentive for doing the work. It will also be important for me to pay close attention to the
students as they work through the assignments; I may need to adjust a lesson if they are doing
better or poorer than I first expected.