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Chandler Hepler

Dr. Horton
EDUC 329
October 3, 2014
Contextual Factors
Classroom Factors:
When you walk in the door of my cooperating teachers classroom you will see twenty-four desks,
four groups of six desks. As you look around the room from left to right you will see on one wall a bunch
of hooks and a shelf that is used to hang up the students book bags and lunch boxes. At the front of the
classroom there is a book shelf with crates of books that the students can read for individual reading
time. There is a white board that she uses to write the lunch menu, essential math and science question,
and other important information for the day. She also has a Smart board at the front of her room that
she uses to do daily lessons. In front of the Smart board is a rug that the students can sit on during
movies and read alouds. Her desk is also at the front of her classroom. On two of the walls in the
classroom there is storage space. There are cabinets on one wall that store materials. On top of the
cabinets are crates that house her additional class math workbooks and math notebooks. There is also a
big closet that holds materials. On the back wall there is a long shelf that serves as a place for reference
materials. There is also a counter with five computers that the students can use. In the corner of the
room by the window there is an octagon shaped table for small group activities. All around the room
there are posters, mainly about math and science because those are the two subjects that she teaches.
There are a lot of key terms for science and math posted, kind of like a word wall. There is also a poster
of the class rules that students had to sign. These rules are:

Be true to yourself, respectful, and kind


Be friends with everybody.
Keep your hands and feet to yourself.
Raise your hand.
Shine at all times.

Student Characteristics:
My cooperating teacher has twenty-three students. She has twelve boys and eleven girls ranging
between nine and ten years old. Thirteen of her students are Caucasian, six are African American, and
four are Hispanic. She has a wide range of students in her classroom. She has three ESOL students that
get pulled out of class three times a week for thirty minutes. She also has one resource student that gets
pulled out of class for an hour each day. There are also three students that are in RTI, they are in the
early stages of tier two. She has six GATAS (gifted and talented) students. These students get pulled out
of class every Tuesday for about three and half hours. The range of students in her classroom is a clear
reflection when it comes to MAPS scores. The reading range for her class is 174-222, and the math range

is 183-225. Her students do very well in math, and when they have class assessments they all score very
well on them. Most of her students are on grade level when it comes to reading and math. The only
communication that she has with her students parents is through email and notes home. The parents
have to sign the students agenda every night, but there are no parent volunteers in the classroom.
There a few parents that volunteer in each grade level to plan classroom parties, but that is the only
classroom involvement that the parents contribute.
Instructional Implications:
Knowing your students is a key component in creating lesson plans. All of this information is important
because it can help a teacher build their lesson plan. It can also determine where teachers should place
their students in their classroom. For example, you would not want to put all of the ESOL students
together, because the other students in the class can help them build on their language skills. Also, you
would not want to place all of the resource and RTI students together, because you want them to be
able to feed off of other students responses. It is good to have a mixture of all four groups of students
(ESOL, resource, RTI and GATAS) together. While planning my lessons I will look at this information to
decide what accommodations that I need to plan for. For example, I need to plan for the GATAS
students to potentially finish earlier than the rest of the class. These students tend to get their work
done in a timely manner, and then when they are done they talk. This is very distracting to the students
around them. To limit this talking, at the end of my lesson I would give my GATAS students an activity to
do to build on their knowledge of the material. For example, if I was doing a lesson on electricity and
circuits and they finished early, I may have them research how this is used in wiring an outlet in a house
and present that information to the class. These students need something extra to keep them focused
on the lesson that will interest them. I want the GATAS students to help teach concepts to the students
that struggle in the classroom while building on their own knowledge. Also, I need to plan for an
alternative way to teach the lesson if the students are not understanding where the lesson is going.
Sometimes one way that a teacher teaches is not effective for any of the students, so I need to plan for a
backup plan in case the students do not understand what is being taught. My resource, RTI, and ESOL
students often need more help than the other students, and they often have more questions. I need to
make sure that I get feedback from each of those students throughout the lesson to ensure that they
are not falling behind. I need to plan for the extra time that it will take to receive this feedback and any
of the reviewing that may come with it. For example, if when getting feedback from one of these
students I discover that they need help with differentiating between different types of clouds then I
would go back over it. I would probe the student with questions that will help them come to the answer
on their own; this will also promote critical thinking skills. I also need to plan for some students to need
the lesson broken down and explained further. Some students are kinesthetic learners and need to have
manipulatives to solve problems. I need to accommodate this need for my students every time I teach.
Auditory and visual learners are already being accommodated, but the kinesthetic learners get left out
sometimes. I need to make sure that they are always accommodated. It is very hard to accommodate a
whole classroom of students, but getting feedback from them throughout the lesson will help not only
the student, but the teacher as well.

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