\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

Congress Elementary is a very diverse school. Because of this wide range in cultures, this school
portrays an atmosphere of acceptance towards all students. Often students will look after one another
Culture and join together in discussions despite their differing cultures. The teachers, though less diverse,
encourage these differences. The diversity is most evident in the cultures of the home. There range
from the refugee, Hispanic, white middle class, and the African American cultures.

Congress has a wide range of students. The largest population is Hispanic at 42.7%, which is followed
by 33.1% Black, 17.2% White, 5.7% two races, and 1.3% Pacific Islander less than 1%. In Mrs. Hs
Race & Ethnicity
classroom, the students roughly are 23% Black, 27% Hispanic, 37% White, and 13% African. About
five students speak Spanish in the home, three are refugees from Africa, and one students is a refugee
from Iraq.

The students parent involvement has not been evident besides volunteering for supervising during
Social Systems- field trips and when a student has been having trouble. Other than this, many of the parents simply
Peers & Family drop off their child and leave for work. Many families send all of their children to Congress through
the given grades, which allows the students to see their siblings throughout the day.

I have not seen a strong direction towards any singular faith or religion. Although one student
mentioned his commitment towards the Catholic faith, many of the students do not mention that they
Moral, Spiritual, and have an obligation to a worship center any day of the week. The beliefs portrayed in this school are
Faith Development stressed towards being kind, ready to learn, and to be a learner. In the classroom, being kind is evident
through the help that students are aware of the ELL learners in the classroom. The students seem to
understand that it is accepted to be different.

I have not seen a significant deficit in memory from any of the students, yet. Often when a student
cannot remember, they need only a small hint to retrieve this memory back. The only major issue in
Attention & Memory some of the students is attention. There are noticeably at least three students that are 70% of the time
out of their classroom moving around the classroom. These students have mood swings that cause for
times of sitting and ready to listen and other times partaking in conversation with other students or
simply playing with whatever is in front of them rather than in deep thought.

As mentioned above, there is a wide range of languages in the classroom. About five students spoke
only Spanish at home before coming to elementary school. There are four students that speak little
English, which allows them to converse in basic greetings. Of these four students, one speaks Arabic,
Language
one speaks Swahili, one speaks some dialect of what we can guess is Swahili, and the final one speaks
better English and another African language. Included in the other students that are in Mrs. Hs class,
about 5 students use African American Vernacular English.

The students seem to be working on the concept of sequential ordering in the concepts that we are
covering in class. These concepts include finding equal fractions and listing the order of a story or
Motor &
paragraph. The biggest indicator of their motor skills is the handwriting of the students, which is
Spatial/Sequential
surprisingly neat across the board. Yet, some student that do not seem organized in their work space
Ordering
and desk. Some of the students have a difficult time finding their material and have paper sticking out
of their desk and chair jackets.

Students in the classroom have some evidence of higher order thinking in some areas, yet because of
Higher Order Thinking the stress on basic math concepts and testing in the public schools this tends to only be evident in the
language arts section. Students have created connections between different concepts in literature that
they have read.
 There are around five students in this classroom that are above grade level and, excluding the ELL
Ability & Disability learners, about five or more students that are below grade level. At least four students are dealing with
some form attention deficit or behavior issues. Although I know of at least two students to have IEPs,
I have only ever seen the paperwork for one of these.