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Classroom Learning Profile based on observations and data

Use readings and EDUC 202 self-reflection assignments from the past to describe your placement class:
Nieto & Bode; Understanding Culture Brief; Hoeksema; Pearson 202 custom textbook; Barringer, Pohlman, & Robinson
 The classroom culture is built off of routines (as soon as students come in in the morning they
know what they should be doing and what is expected).
 The students are all very supportive of their peers, and I think this has to do with the fact they
are all of the same race.
 Mrs. Z’s most important rules are respect among others, treating others kindly, and the use of
hand raising to share ideas.
 The students are comfortable with each other; however, I have noticed there is some bullying
that occurs among specific students in the class (as if the students are targeting certain peers).
 Turnbull, Turnbull, Wehmeyer, and Shrogen (2016) express that, “Cultural responsiveness in
education involves instruction and assessment of student learning that use the experiences
and perspectives of diverse students as a resource to develop instruction and ensure learning
and positive outcomes” (106).
 It’s possible that Ms. Z has not expanded her cultural responsiveness, because the diverse
range of her students’ needs and progress make it extremely difficult.
 Ms. Z’s class is 90% Latino, and 10% African American.
 Her class is not exactly diverse because 90% of her students are of the same race, but it is
diverse in the fact that all of her students are minorities.
 Mrs. Z herself is Caucasian and is unable to speak Spanish with her students.
Race & Ethnicity  Her inability to speak Spanish with her students may cause difficulties, but I find it
interesting that about 80% of teachers I’ve come into contact with at Cesar Chavez are
capable of speaking Spanish.
 It seems odd that Cesar Chavez does not make it a requirement for their teachers to be fluent
in Spanish.
 I have noticed a disconnect between the Latino and African American students in the class,
there’s no bullying occurring, but they definitely do not try and connect with each other.
 Students appear to find community in their table groups (e.g. Asia, North America).
 I have not had a lot of student/family interaction, and the students do not usually talk about
Social Systems- their parents.
Peers & Family  I’ve observed students talking with the teacher how they were not able to complete their
homework because their parents could not help them (e.g. they got home from work late or
they were helping their other siblings).
 Overall, I do see peer support within the classroom, especially during math time when the
stronger students can assist the ones who are struggling (there is a lot of group collaboration
during math).
 We are in a public-school setting, therefore, there is no faith development.
 I am still wondering what faith Ms. Z is, and if she has faith/believes in God at all.
Moral, Spiritual, and  Based on my observations, no student has discussed his/her own faith in the classroom.
Faith Development  Even if Ms. Z is religious, I think it would be very hard to reflect in her teaching, as I have
not picked up on it.

 Student attention and focus is not where it should be in Ms. Z’s classroom.
 Majority of the time, it appears students are off task and out of control even when Ms. Z puts
her procedures in place to avoid negative situations.
 On Friday, a student told me he simply wanted to go home, and that he was “too tired to
focus.” It’s necessary to recognize, “Attention is susceptible to mistakes with the
environment or task demands. For example, even someone with good attention could have
Attention & Memory
trouble staying focused for a three-hour lecture delivered with no visual aids and few breaks”
(Barringer, Pohlman & Robinson, 2010, p. 37).
 I think a lot of students are not getting enough sleep at night and their attention and memory
are inhibited.
 Attention is especially delayed during classroom transition times and the students become
extremely off task.
 I was surprised at the English proficiency level the students had, especially being ESL
 About 90% of the students can maintain fluent English conversation, while about 70% are at
an average writing level based off of the spelling tests I corrected.
 I can still tell that reading is a struggle for about 40% of the students. Woolfolk (2013) states,
“Proficiency in a second language has two separate aspects: face to face communication and
academic uses of language such as reading and doing grammar exercises. Mastering
academic language skills such as reading texts in the new language takes much longer than
three years-more like 5 to 10 years depending on how much academic knowledge the
students already had in his or her native language” (p. 56).
 It is harder for the students to read scientific or mathematic texts out loud in class.
 I think they have a higher writing than reading proficiency level as a whole class.

 I have not had much experience with this aspect of the classroom.
 The majority (90%) of the students seem to have average (or above) fine and gross motor
 They may not understand spatial ordering however, as many of them crowd in small areas of
Motor & the classroom and do not pay attention to whomever is in their way.
Spatial/Sequential  I do believe that the tight space of the classroom may affect this piece of their spatial ordering
Ordering because there is not much room for movement.
 I think the students have a firm grasp on sequential ordering, especially because of the daily
calendar of events Ms. Z uses for time management.
 Through this schedule, the students learn time managing skills of their own, and are able to
mentally prepare themselves for what comes next.
 I think approximately 30% of the class has excelled in their higher order thinking skills, while
the rest may be falling behind.
 In math class, the students really struggle with long, detailed problems, and ask many
questions about how to go above solving it.
 I appreciate that they ask questions, because they genuinely want to know the answer, but
they do not have the individual skills to use their own higher order thinking and figure out the
Higher Order Thinking
answer by themselves.
 70% of students need a push in the right direction for where to go next when solving a
problem, and recalling information can be a tricky situation, especially because in math you
need to have a firm foundation on the basics before moving on.
 I think the student’s foundation has not yet developed, and as a result, they struggle with the
higher order math skills that are necessary to solve the more complex problems.
 One student has a visual impairment and although he likes to sit in the back, he can’t see, so
Ms. Z has to move his desk to the front during lessons. Mastropieri and Scruggs (2014)
suggest that adapting the physical environment and placing students who may have identified
learning disabilities with their peers may help that individual’s academic success. I think that
moving his desk (although he may not enjoy it) really helps his learning. He seems more
focused because he isn’t watching all of his peers in front of him and can clearly see the
 About 30% of the students in the class have anger management issues, and there is a lot of
tension created as a result. On the first day, one of my students was punched by another
student in the hallway. Ms. Z attempts to separate the students with behavioral issues from
each other, but it’s quite difficult to keep them away for longer than 10 minutes without
prompting another argument.
 It’s also difficult with all the behavioral issues for Ms. Z to maintain control of her class.
Ability & Disability
Every time there is an outburst she goes over to the individual student and tries to calm
him/her down, while the rest of the class gets chatty, wild, and off topic.
 I think the main ability of the students is their gift of being bilingual. I enjoy hearing the
students discuss in their native languages.
 Personally, I’m disappointed Ms. Z does not take more interest in her students’ native
language. She has been in this school for 3 years, and has barely made an attempt to learn the
first language of her students.
 The students are a very social group, and are always willing to participate and share answers
during class.
 When motivated, the students will remain on task if the reward is large enough to peak their
interest (usually occurs by adding economy money to their accounts).

Barringer, M., Pohlman, C., & Robinson, M. (2010). Schools for all kinds of minds: Boosting student success by embracing learning

variation (1st ed.). (p. 37). San Francisco, CA: Jossey-Bass.

Mastropieri, M., & Scruggs, T. (2014). Teaching students with higher-incidence disabilities. The learner in the education context:

Development and diversity (2nd ed.). (pp. 120). Boston, MA: Pearson.

Peterson-Karlan, G. R. (2010). Technology to support writing by students with learning and academic disabilities: recent research

trends and findings (Vol. 7, p. 39). Normal, IL: Illinois State University.

Turnbull, A., Turnbull, R., Wehmeyer, L. M., & Shogren, A. K. (2016). Today’s multicultural, bilingual, and diverse schools. The

learner in the education context: Development and diversity (2nd ed.). (pp. 106). Boston, MA: Pearson.

Woolfolk, A. (2013). Language development, language diversity, and immigrant education. The learner in the education context:

Development and diversity (2nd ed.). (pp.56). Boston, MA: Pearson.