Who are You as a Person and as a Student?

Name: Sharon and Ravyn________

Nieto & Bode; ​Understanding Culture Brief​; Hoeksema; Pearson 202 custom textbook; Barringer, Pohlman, &
Robinson
● “Every student is capable of achieving”
● Student based pledge every morning
● Students line up on tape every morning to create single file lines and order when
entering classrooms
Culture ● Children all have the capability to learn - just at different rates.
● Student responsibility and ability to account for oneself and individual actions
● Disciplining children is important (2 students were taken out of music class, and
Principal Ortiz had to discuss their consequences of being disruptive in class)
● No tolerance policy (feelings of acceptance and inclusion)
● 89% Hispanic population, 9% African American population, 1% other
● Large population of hispanic students particularly come from Guatemala
● Not a variety of racial diversity among the school with so many native spanish
Race & Ethnicity speakers and hispanic students as the majority
● Originally the town was occupied by Dutch immigrants who arrived in the US, but it
slowly became occupied by a large African American population, and now it is
majority Hispanic immigrants.
● The community is very neighborhood based and most students live very near to the
school and walk to school with their parents.
● The local community seemed to be fairly stable, and not many families move in or
out.
● While the community is stable, many families move houses within the area for
Social Systems- various reasons
Peers & Family ● Parents often don’t speak English because they haven’t been in America for very
long. So school offers after school programs that provide English as Secondary
Language classes to adults.
● School truly supports families/parents who can’t speak English (attendance workers
were all bilingual, so even upon entering the school parents feel invited), very all
encompassing and welcoming environment for non native english speakers

● N/A in public school setting classroom

● Teacher has Christian values in that wants to love the children in his classroom to
Moral, Spiritual, and
the best of his abilities.
Faith Development

Nayeli
● Short attention span, was distracted easily when volume of the classroom increased
● Very talkative and expressive
● Could remember and recall the activities in class
● Was able to recall her family dynamic and explain in detail
Neymar
● Student had very vivid imagery and could remember story plots and images very
Attention & Memory
well. He was able to recall a scary movie that he watched with his family (Movie
called ​Chucky​) and not only did he explain the overall summary and plot, but also
mentioned specific scenes about what the character wore and how the element of
surprise played in.
● Able to remember what their vacation was like
● Very good at remembering memories he has with his sister.
Christopher
 ● Not sure about his memory because wasn’t able to fully understand the things he
said in English
● Was able to draw his family and relatives.
● 89% Hispanic, 8% African American, and very minority are Asian and Caucasian.
Approximately 200 families can’t fluently speak English, but use Spanish as their
primary language within the household.
● Within the Hispanic percentage, most students are from Guatemala, and others are
from Mexico, Puerto Rico or Honduras.
Language ● Students all varied in their levels of English. Since some students were skilled
enough to write short sentences in English, but many were only able to write their
names fluently and couldn’t explain their thoughts in English. Some struggled
copying down English words written on the board because not used to writing the
alphabet.

Daisy
● Had difficulty writing and holding her pencil
● Took continuous breaks after writing for longer periods of time and would hold her
hand (maybe in feeling of discomfort?)
● Struggled to remember the sequential order of her family (and number of members
within her family)
Motor & Neymar
Spatial/Sequential ● Motor movement: could play rock, paper, scissors and could tie his shoelaces too.
Ordering He could draw his family and his mother was holding a baby in her arms.
● Seemed to enjoy hopping on one leg.
Christopher
● Was able to write some English words very slowly, but didn’t know the alphabet
very well so was very limited in the things he was able to write.
● Had trouble drawing pictures (even simple stick figure drawings)

Knowledge
● Student was able to remember what left/right/up/down was and circle where
furniture were on specific locations.
Apply
Higher Order ● Students were able to demonstrate what their family looked like by drawing pictures
Thinking on to a paper and showing their family members.
Analyze
● Students were able to select what questions they wanted to ask and get to know a
little bit more about Libby.

Disability
● Many students struggle with the language aspect of learning, because majority of
students are ESL learners that speak Spanish in the home
● Difficulty writing and speaking fluently in the english language
Ability
Ability & Disability
● Being bilingual is an important accomplishment, it will help students go far later in
life, Buchanan supports its bilingual students and their native languages
● Students were able to engage in discussion with the teacher (and peers), bouncing
answers off of each other