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TWS 1 Contextual Factors

Emily Craft
Classroom Factors:
Physical Features
Lakeview Elementary School is a welcoming and very organized school on the outside and the
inside. The teachers and students both are friendly, respectful and comforting. As students arrive
in the morning, the teachers greet the parents and students as well as the parents greeting the
teachers. Lakeview Elementary school is a large brick building with a beautiful playground, five
long hallways shaped in a square with one down the middle, and a gym designed for the height
and age of the students. The front and main entrance of Lakeview Elementary School always
remains locked for the safety of not only the students, but for faculty and staff as well. Down
each given hallway, there are laminated apple cutouts that read each teachers name, grade level,
or occupation. I believe that this is for easier direction throughout the school for the faculty and
students. Down the hall and to the left of the main hallway you will find Ms. deTrevilles
Kindergarten classroom. The walls outside of her classroom are designed and organized with
students artwork of winter snowflakes and penguins. When you first walk into the classroom,
there is a bookshelf with each students name on a cubby where students school work, homework
and other papers are placed to be sent home. There are two sinks; one at adult height level and
one at a childs level that includes a water fountain. There are five small student tables that are
divided among the 28 students in the class, at least 4 students sit at each table. There is a long
computer desk that contains three computers; two which are occupied for student use during
center and one that Ms. deTreville uses for planning during her planning period. There are three
different cubbies that contain hooks and storage space for each students book bags, jackets, and
lunchboxes. There is one semi-circle table that is used for guided reading which contains six

chairs for the different reading level groups. In the front of the classroom, there is rectangular rug
that contains 30 even squares dived by rows of color. There is a red, orange, green, blue, and
purple row containing 6 squares in each. In front of the carpet is the Smartboard which is
mounted up on the wall. Each corner and inch of the room contains different centers for the
students to participate in throughout the day. The centers consist of; writing center, reading
center, drawing center, computer center, listening center, kitchen center, math center, and the
Smartboard center. The classroom walls are decorated with the artwork of the students and the
students only, sight words, alphabet, and a standard calendar, birthdays, and classroom rules.
Availability of Technology
There are three computers in the room that the students use when they are assigned to the
computer center during guided reading groups or occasional math groups. The third computer,
Ms. deTreville occasionally uses for herself during her planning period to edit lesson plans and
to answer occasional e-mails throughout each given day. Ms. deTreville also has a laptop and
matching iPad that tracks students DoJo points. DoJo points are an application that teachers
download to track students behaviors, achievements, and jobs well done. Students can earn these
points and have these points taken away based on their behavior and achievements each day. The
Smartboard is used on a daily basis. In the morning, the students use the Smartboard to tell the
day of the week, month of the year, and pattern for each month. Students also count by 100s,
10s and 1s on the Smartboard to tell what day of school it is. They also use it to count to 100s
and by 10s on a 100 flat. Students then spend some of the morning dancing and doing
educational sing a longs that keeps the students on task and energized.
Equipment

On top of the six student tables throughout their classroom there is a basket that contains,
crayons, a pair of scissors, a glue stick, and multiple sharpened pencils. The teacher has two
baskets at the front of the classroom full of sharpened pencils and an empty basket where the
students put dull or broken pencils that are no longer able to be used to write. The teacher has
individual white boards and markers that are used for students when they work in guided reading
groups and also in the reading center for students to take notes on after reading a story. There is
also a large white board with markers available for the students to use. There is also magnetic
letters, trays, foam shapes, math counting supplies, big books, building blocks, puzzles and many
other materials that are accessible for the students to interact with throughout the day.
Learning Environment
The students are sitting on the carpet the majority of the time when it comes to whole class
lessons and instructions that are given to the class as a whole. The teacher introduces the new
worksheets in the drawing center, writing center, and listening center in the morning before they
are assigned to their centers during guided reading groups. The teacher goes through the whole
class assignment as a whole and shows students what they are expected to do, along with giving
examples if needed. But, the students understand that they cannot use the same example that Ms.
deTreville has given herself. Visual learning is used periodically throughout the day. For
example, tons of videos are shown throughout the day that sing and dance to shapes, numbers,
alphabet, and different activities that requires the students to follow directions. There is adequate
structure throughout the day from Ms. deTreville considering the number of kindergarteners that
she has in her classroom. Students need to be reminded when they do individual work that
individual work means that we do not work with each other. But that doesnt happen very
often. These students are constantly on the go and moving around the classroom doing anything

and everything for themselves. It is clear that proper routine and procedures was taught
efficiently, but there is always room for improvement as Ms. deTreville says.
Resources
Students have a small classroom library that is available for them to use throughout the day
that have multiple books regarding seasons, cultures, and different genres. The students use the
My Math workbooks for daily lessons and daily homework assignments. There are 10-12
lessons in each chapter of the My Math workbook. There are plenty of unfix cubes, 100 flats,
and different shapes and buttons that students use for math groups throughout the day. There is
also plenty of magnetic letters that students use to occupy time by practicing their names and
sight words. Students also have the opportunity to practice their sight words on a cookie sheet
with shaving crme with Mrs. Rushton, the teaching assistant. There are plenty of childrens
books in the classroom that relate to science and social studies but students do not complete
social studies lessons throughout the school year. Ms. deTreville uses the same worksheets each
year and adjusts them when needed.
Parent Involvement
My clinical teacher communicates with her students parents weekly, daily, and even hourly if
needed. I have been in contact with two parents since I have been attending Lakeview
Elementary School for my clinical hours. One parent came during my teachers planning period
for a one on one conference regarding her sons behavior. Another parent walked her son the
class when he was recently late to discuss her childs reasons for misbehaving and having a hard
time focusing throughout daily routines, assignments, and lessons. I have recently observed Ms.
deTreville call a students parents due to his behavior in music class. The student was sent back
to the classroom for being disrespectful to the student teacher and not following directions.

During Ms. deTrevilles planning period, this young man was still acting out and immediately
through down when she got up to call his mom. Luckily, the students mother is very
understanding and appreciates when my cooperating teacher contacts her regarding her sons
behavior. One of my students mother teaches third grade at Lakeview Elementary School and is
very knowledgeable on her daughters success inside of the classroom. However, this student
does not receive any extra attention or treatment.
Classroom Rules and Routines
As my students come in the mornings, they put their clipboards and papers into their individual
cubbies, hang their coats and book bags up, and find their seats quietly and wait for breakfast.
Breakfast is provided for the whole class every morning and it includes protein and a fruit along
with a carton of milk or orange juice. Students are given morning writing work to work on while
they eat their breakfast quietly and ease into their day. Each student is responsible for cleaning
up their breakfast and throwing their trash away. If they finish their morning worksheet, they are
to color the pictures on the front or draw a new picture on the back until Ms. deTreville is ready
to begin her morning meeting. When told to do so, the students turn their worksheets into their
individual cubbies and sit on their individual carpet square quietly. Ms. deTreville begins her
morning meeting by asking the class if anyone has anything to share. She then begins with,
what day, date, and month is it currently? She uses the Smartboard to incorporate this for
visual learning. After reviewing the months, temperature outside, and counting to 100 by ones
and tens, the class then stands up and completes multiple The Learning Station songs and dances.
After morning meeting, my cooperating teacher goes over directions for centers and guided
reading groups and the class completes this until 30 minutes before lunch. When 10:15 rolls
around, the students are asked to clean up their current center and to return to their tables. The

table helper then retrieves the tables story folders and the class must write their individual
stories quietly until lunch time. Occasionally, Ms. deTreville asks a few students who have
complete their stories efficiently and adequately to share and read it to the class. The students
line up for lunch by Choice 1 and Choice 2 and then followed by lunchboxes. The class must sit
with all girls on one side and all boys on the other side of one long table. Kindergarten is only
allowed 20 minutes for lunch, so the first 10 minutes are completely silent and the next 10
minutes they are allowed to whisper quietly among their peers. After lunch, the class sits on their
individual carpet squares and participates in more of The Learning Stations sing along while they
take turns using the restroom. Occasionally after lunch depending on behavior and how efficient
the class was with their writing story, Ms. deTreville makes the class continue working on their
stories until activity which occurs and 11:20. On the way to activity, the students compete to be
the mystery walker and to earn DoJo points. They are expected to walk in a single file line
quietly without disturbing any other classes in the hallway. After activity, the class gathers
together back on the carpet quietly and listens quietly for math group instructions. Ms. deTreville
and Mrs. Rushton work at separate sides of the classroom with 3-4 students a piece on the daily
math lesson while the rest of their class continues to move and interact in centers. During this
time is usually when I leave to return back to Landers campus for class. Students are expected to
be respectful, responsible, use inside voices, and keep their hands to themselves inside and
outside the classroom.
Grouping Patterns
Students are divided into three different groups based on their skill level during guided reading
and running records. Group one is our high level learners. There are 3 students in this group that
are above grade-level in ELA and Reading. Group two is our average level learners. There are 17

students in this group that are on grade-level in ELA and Reading. Group three is our low level
learners. There are 8 students in this group that are below grade-level in ELA and Reading.
Students are placed on their carpet squares at random but are eligible to move carpet squares
based on their behavior. I have seen Ms. deTreville move a few students due to them not staying
on task and behaving poorly. Students have specific name tags on each table of where they are
assigned too and must sit there every day. Students also could be moved to another seat if they
are not staying on task, distracting others to the point where they are not staying on task, and
misbehaving and breaking the classroom rules. Each table has a variety of students with different
characteristics to ensure that the more mature students have the opportunity to set a decent
amount of examples to those who are choosing to make poor classroom decisions.
Scheduling
Students attend a different related arts class weekly during the same time every day except for on
Fridays. On Mondays, students go to the library where they heard read a louds and do an
activity related to the book that they heard and on Tuesdays students go to P.E where they release
a lot of energy and play fun games with coach. On Wednesdays students attend computer lab
where they play educational games. On Thursdays, students go to music where they are
instructed by a Student Teacher from Lander. On Fridays, students go to art where they have the
chance to be creative as a class whole.
Classroom Arrangement
See attached file.

Student Demographics and Characteristics


Kindergarten class at Lakeview Elementary School
Spring 2015
Description
Nos. of children

Male
14

Female
14

Total
28

Race/Ethnicity

African-American
White
Hispanic

5
8
1

7
7
0

15
12
1
28

Age

5 year olds
6 year olds

11
4

10
3

21
7
28

IEP

Speech
Intervention
ESOL
Resource
Visual Services
Hearing Services

2
1
1
2
1
0

2
1
0
1
0
1

4
2
1
3
1
1

There are two other males that my cooperating teacher has serious concerns about and hope that
they will be tested based on these concerns as soon as possible. I also have three girls that will
automatically be retained along with 3 other females. One male that my teacher has many
concerns about has been diagnosed with ADHD but unfortunately does not take his prescription
everyday like he should, my teacher has had a conference with his mom and sent home multiple
notes but she has yet to see any improvement.

Reading and Math Skill Levels


Kindergarten at Lakeview Elementary School
Spring 2015
DRA Reading Level
Level 1 (above)

Male

Female

Total

Level 2 (average)
Level 3 (below)
Math Skill Level
Level 1 (above)
Level 2 (average)
Level 3 (below)

8
4
Male

9
4
Female

17
8
Total

2
8
3

3
9
3

5
17
6

Instructional Implications
One thing that I absolutely love about this Kindergarten classroom is how often throughout the
day the students are up, moving, and learning through hands on experience and independence.
The classroom is filled with manipulatives that are available for students use throughout the day
and there is such a large amount that every student has the opportunity to use them at the same.
This is a positive aspect for this kindergarten classroom because of how often they are working
independently and that they are expected to be on task throughout the day at all times. But this
could also be a negative attribute due to how often these students are working on their own and
because of their age, they could very easily become distracted and lose focus on what exactly
they have been asked to do which they are all aware of. When it comes to disciplinary actions
students are prepared to the absolute fullest for 1st grade and other grade levels above that.
Students know that they have to take full responsibility for their actions on a daily basis when
they misbehave. The teacher and teaching assistant keeps up with this through face changes
and DoJo points or a simple phone call home to Mom or Dad. Taking away a students DoJo
points or changing their face on their folders that go home every night gives the student an
opportunity to make better choices. When students are on their best behavior, it allows for
instruction time to be used more wisely and increases their learning time throughout the day.
Students tend to remain on task when technology is incorporated in their lessons so I definitely
plan to do so when I tech my five lessons throughout this semester. I will have to make many

accommodations throughout my lessons due to the variety of accommodations that must be met
for each student along with the three different levels that each student falls under in the
classroom environment. Each student will be accommodated for the needs that need to be met
and other instructions will be provided for early learners throughout my lessons.

One contextual factor is resources. There are plenty of resources for students to use to better their
education and instruction throughout Ms. deTreville's classroom walls. There are plenty of
manipulatives for students to use for math lessons and also any activity that involves art, reading,
and science. Different resources that are there to be used for educational purposes allow the
students to make and create something of their own by categorizing their similarities and
differences. The second contextual factor would be the classroom learning environment. I feel
that this is a contextual factor because of how welcoming, positive, and kindergarten oriented it
is. Students have the opportunity to be active all day long with minimum sitting but there is also
a quiet time for students to sit at their tables and enjoy getting lost in their weekly stories of what
they are learning that week that includes a detailed picture of their choice. Since this classroom is
so used to moving around and not sitting down all day, I definitely plan to incorporate movement
and activities outside of the classroom into at least one of my lesson plans for the students
enjoyment. When students do the post-assessment of my lessons that include moving around and
activity, they will have that independent time to record their findings and results in a quiet
learning environment. Moving activities and lessons allow students to use hands on learning to
retain the standard information that is being taught in the best way possible.