Anna Achterhoff EDUC 429 clinical Contextual Factors School: Mathews Elementary Corresponding teacher: Joshlyn Collins Grade:

Montessori 1st, 2nd, and 3rd grade Mathews Elementary School is part of Greenwood School District 50 and houses grades k4-5th. Mathews offers a Montessori education program which is one of the choice options offered by the Greenwood District. The program serves kindergarten through fourth grade students. The goal of Montessori teaching program at Mathews is to teach children how to learn, ensuring students become independent leaners. This is accomplished by having students work hands-on with materials, and by teachers guiding students as they develop. The Montessori program housed in Mathews is a unique and inviting environment that supports students growth and development. Classroom Factors Physical Features- The classroom is rather spacious and large located at the end of a hallway. The front of the room has a smart board and bulletin board, as well as a traditional white board. Mrs. Collins desk is in the front left corner of the room next to the boards. Below the boards is a round rug where the students sit during whole group. Around the rug are nine shelves that hold materials on both sides. The shelves are categorized by subject and the corresponding manipulates; language, reading, geography, visual/practical, geometry, science, writers workshop. Six individual traditional classroom desks located on the ends of the lesson shelves. Students have cubbies to keep their supplies which are located along the wall to the left when you walk in the door of the room. There is a single bathroom in the back corner of the room. Along the back wall are a sink and a counter that holds four computers and a printer. Above the computers are storage cabinets that hold supplies. The walls are rather busy decorated with two alphabet sets and corresponding letter spelling words, student birthdays, a calendar, and poster of animals. Other than the six individual desks for a select few students, there are not desk in the room for the whole group. Students use carpets to do their lessons on while spread out around the room.

Availability of Technology- Many forms of technology are present in the classroom. One of the first noticeable means of technology is the Smart Board, located on the wall at the front of the classroom. The teacher uses the board for the students Morning Letter. There are four computers located in the back of the room. Mrs. Collins also has a laptop at the front of the room that is synced to the Smart Board.

Equipment- Materials needed for individual lessons are available for the students found categorized and neatly arranged on the shelves. Along with the classrooms four computers, Smart Board, and laptop are; baskets, trays, writing tools, calendars, books, carpets. The students are taught how to use the equipment properly before they are allowed to use them on their own. Learning Environment- The classroom has a bright and positive learning environment. Displayed on the walls around the classroom are educational posters and content useful to the students development; like how to treat others. During independent work time the noise can grow rather loud. Mrs. Collins often has to call the class to the rug to remind them how they are expected to work during work time. There are five or six students who tend to be less self-motivated to learn than the rest of the students. These are the students that are assigned to sit at the desk located at the end of the material book cases because of their behavior. For the most part it is obvious that students are learning and gaining knowledge through hands-on activities. There are two students with Down syndrome, a boy and a girl. Both students have shadows that are with them at all times in the classroom. Including myself, there are five adults in the classroom majority of the time; Mrs. Collins, Ms. Roach, Mrs. Fuller, Mrs. B, and me. Resources- Located above the Smart Board in the front of the room is the alphabet with a picture representing each letter. Located around the room are posters of animals and plants. There is a calendar in the front of the room used to discuss the date and weather observation for each day. Mrs. Collins has books the students can use full of information on topics they are learning about. Parent Involvement- Mrs. Collins tries to meet with every students parents/guardians at least once a semester. Some of the parents/guardians help with classroom parties. A communication folder is sent home weekly to keep parents update with what is going on in their childs class. Mrs. Collins keeps a folder with each students information sent from home by the parents/guardians with emergency contacts and other useful background information. Parents can also become involved in the schools PTSO program. Classroom Rules and Routines- Students are aware of what is expected from them while they are at school and while in the Montessori classroom. Located on the wall in the front of the room is a chart stating the classroom rules: Be respectful to other and the environment Raise your hand to speak Keep hands and feet to yourself Students know to place their name on the board under the lunch option of their choice. Located in the back of the room is a chart titled Helpers. The duties on the chart that students are randomly selected and assigned to are; cubby captain, delivery boy/gal, shelf patrol, clean-up crew, chair stacker.

Grouping Patterns- The classroom contains 1st, 2nd, and 3rd grade boys and girls. While in the class everyone is viewed as equal. There are no set grouping patterns unless Mrs. Collins is teaching a lesson specific to a grade level. Scheduling7:50-8:10 Arrival, Breakfast 8:10-8:30 Whole group circle time 8:30-9:50 Independent work time 10:00-11:00 Special activity 11:00-11:25 Lunch 11:30-11:45 Recess 11:45 Shared reading/read alouds 11:50 Writers workshop/ journaling 12:00 Independent work time 2:15 Pack up and class meeting 2:30 Dismissal Special Activities: Monday- Computer, Tuesday- library/media center, Wednesday- music, Thursday- art, Friday- PE Students are aware of the daily routines in the classroom and enjoy having a structured schedule to go by. Student CharacteristicsIn Mrs. Collins classroom there are twenty-eight total students, nineteen girls and nine boys. There are eleven six year olds in the class, six girls and five boys. The total number of seven year olds is thirteen students, 10 girls and 3 boys. Only three students are eight years old, all of which are girls. There is one boy who is ten years old, he has Down syndrome. One of the seven year old female students also has Down syndrome. Both of these students have IEPs and are removed from the class for occupational therapy with their shadow daily. The ethnicities represented in the class are; six African American girls and four boys, three Latino girls and one boy, ten white girls and three white boys, white and Philippian male student, white Middle Eastern female. All of the students speak English as their first language. Two students have special needs in the classroom; male and female with Down syndrome. On a separate paper I took notes of each students interest/hobbies, the number of siblings the student lives with and their gender, and the parental dynamic at the students home. I also have on a separate sheet the list of students previous year Map test scores and their score level for reading and math.

Mrs. Collins Classroom Dynamics Female Age # of students 6yrs old 7yrs old 8yrs old 10yrs old African-American Latino White white Philippian white Middle
Eastern

Male 9 5 3 0 1 4 1 3 1 0

Total 28 11 13 3 1 10 3 13 1 1

19 6 10 3 0 6 2 10 0 1

Race/Ethnicity

Special needs/IEP

Down syndrome

Instructional Implications: I believe that Mathews Elementary School is in the midst of a great community that is supportive and dedicated to the teaching and learning of their youth. Each classroom is warm and inviting for both children and adults. I have already found myself wanting to be part of this amazing and unique learning environment found in the Montessori program housed at MES. Not all students learn the same. Many need to be taught using more than one teaching method. As I gain more knowledge of the specific ways the students in my classroom learn best I will implement different learning styles into my instructions and assessments. It is extremely important for teachers to understand that they must get to know the interest of their students to be able to relate, engage, and guide their students learning. The classroom environment and its resources play a crucial role in a students learning development. When proper and adequate tools are provided to aid a students learning it becomes easier for the teacher to assess the knowledge gained. I am also looking forward to being able to use the circle rug for whole group sections of my lessons so we can all sit together and feel equal. While observing Mrs. Collins class so far I have taken note of ways I plan on holding students attention during lessons based off their interest. While getting to know my students individually I noticed a lot of them mention how much they like video games and technology. I plan on implementing technology into my lessons in hopes of holding the interest of the tech-savvy students longer. The space in the classroom will allow me to implement movement into my lessons. A lot of students mentioned to me that they liked to play sports. Because the classroom is not full with traditional student desks we would be able to use the space in make lessons engaging and interactive for all students.