Paige Shomin

SPED 510-02

Diversity Project

Introduction:

General School Information:

For my Clinical Experience and Diversity Project, I was placed at Westside Elementary

School in Pittsburg, Kansas in Fifth Grade. For my thirty-three hours Clinical Experience I was

at school during Math, and for my Diversity hours, I was in the ESOL classroom for my first five

hours and in my cooperating teacher’s classroom the last five hours. Mrs. Prince, my cooperating

teacher, would have rather me obtained my diversity project hours in her classroom so she could

observe me, but after scheduling a certain time that worked for us, she explained that the time we

chose would be when my diversity student would be in her ESOL classroom. Mrs. Prince then

introduced me to Mrs. Broxterman, one the ESOL teachers, in the hallway, and she explained

that I needed to obtain 10 hours for my diversity project and asked if I could work in her

classroom. Mrs. Broxterman was eager to help and I was excited to see more of what happens in

other classrooms, especially one I have never encountered before.

Building Report Card:

From what I’ve heard and believed from biases, I was surprised and excited to see

that Westside Elementary School had a better building report card than the state

percentages. I believed that since most of the students were economically disadvantaged,

they would do poor in school, but the numbers were better than I thought. Another

percentage that surprised me was how many ELL learners are at Westside- I thought there

would be more English Language Learners than there are. I also noticed that Westside’s
report card for ELA was pretty similar to the state comparison data, and the math

assessment data for Westside was a higher percentage in the combined levels 2-4, so

overall Westside Math Assessments did better than the state data.

Having data for individual buildings, district data, and state data is a great tool for

teachers to see the progress of the school they are working at or to see the data on other

schools or districts teachers could want to work at. Some teachers could want to work at a

school where the data report shows great percentages in the exemplary level and some

teachers could want to have a challenge and make that school score better on their

assessments and help the students to achieve higher.

Target Student Information:

My Diversity Project student, Student A, is an Eleven-year-old Hispanic female who is in

Mrs. Prince’s Fifth Grade class and Mrs. Broxterman’s ESOL classroom. My first day in Mrs.

Prince’s classroom, she told me that all of her students were of Low-Socioeconomic Status and

as time progressed I often saw Student A’s hair looked unwashed. When I first encountered

Student A in her homeroom, I thought she was a shy student until I saw her interacting with her

peers around her. She seemed shy towards me at first until I began speaking to her. Once I

started asking her how she was and if she needed help with her math, she was confortable

enough to talk to me. She asked me about my college experience, if it was difficult, and then

expressed her interest in teaching. Her language skills and the way she spoke to adults and peers

impressed me. As I spent time with Student A, I observed that her personality is her greatest

asset.

Another student, Student B, was often in the same activities as Student A. Student B is an

Eleven-year old Hispanic female who is in Mrs. Prince’s Fifth Grade class and Mrs.
Broxterman’s ESOL classroom. Student B is a shy student who is kind and respectful. She said I

made her “nervous” but gave me a colored picture of a mandala, so I knew her being nervous

meant she enjoyed me.

Time Log:

February 28, 2017 12:10-12:45 35 minutes

March 2, 2017 12:10-12:45 35 minutes

March 7, 2017 12:10-12:45 35 minutes

March 9, 2017 12:10-12:45 35 minutes

March 14, 2017 12:10-12:45 35 minutes

March 16, 2017 12:10-12:45 35 minutes

March 28, 2017 12:10-12:20 10 minutes

April 4, 2017 12:10-12:40 30 minutes

April 18, 2017 12:10-12:45 35 minutes

April 20, 2017 12:10-12:40 30 minutes

April 27, 2017 10:25-11:42 1 hour 15 minutes

April 28, 2017 10:26-11:40 1 hour 15 minutes

May 2, 2017 10:38-11:40 1 hour

May 4, 2017 10:35-11:45 1 hour 10 minutes

May 9, 2017 10:37-11:45 1 hour 5 minutes

Journal Entries:

Journal Entry #1 February 28, 2017, 12:10-12:45

I met with Mrs. Broxterman in her ESOL classroom after struggling to find it the first

day, and I noticed that the room was very open and had two diverse groups of students, a group
of five Fifth Graders and a smaller group of four First Graders who worked with another ESOL

teacher in the classroom. I was nervous to engage myself with a different teacher and a few other

students I had not worked with before, but Student A and Student B made me feel at ease since I

had a connection with already spending time with them in their home room. The five Fifth

Graders work on creating videos on iMovie about their “Idiom of the Week”.

Student A and Student B work with another student who speaks little English while the

other two students work together to create their videos. For the idiom of the week, the students

are to pick an idiom from a stack of posters provided, and they are to set up the video like they

are reporting it on the news. On one iPad for their group, they video a student reporting the

idiom, record someone or multiple people acting out the literal meaning of the phrase, interview

the person acting (usually teachers or staff), and then ask a question at the end so that when the

First graders view the video, they can answer the question and also learn about what idioms are.

Once they are finished with the videos, they piece the videos together and add everyone’s names

that contributed to the video, including themselves. As I watched my diversity student engage

with her partners during the making of the video, she is a natural-born leader and is always

willing to take charge and help someone when needed. Mrs. Broxterman reminded the students

to make sure that each person is participating and helping. Once Student A was reminded of this,

she told her partners to do something and handed them the iPad while overlooking what they

were doing. They finished the video they had started before I started visiting, so they started to

begin picking out an idiom they would be interested in doing next and once they picked one out,

time for class ran out.

Journal Entry #2 March 2, 2017 12:10-12:45

 Student A picked out a couple of idioms they could make into videos and then decided as

a group which idiom would be the most “fun”. Student B suggested that I should be in this video,

so she asked Mrs. Broxterman for the OK and she agreed. The students were ecstatic and started

to make a plan. Student A took initiative and got out a notebook and pencil and began writing the

question they could ask at the end, every so often asking me for help on how she should word it.

I would suggest her to re-read what she wrote and ask her if that made sense, and she would

erase part of the question and then write it correctly. I noticed that she writes and spells well and

that wasn’t a surprise to me.

As the students came up with the question and continued planning, they decided they

wanted to include the music teacher. This was fine with Mrs. Broxterman so the students went

over to the music teachers room and student A asked right away if they could video record her

and their reasoning for doing so. The music teacher agreed and they planned for recording both

of us that next Tuesday and back to the ESOL classroom they went. It was time to go back to

their home classroom and the group, especially student A, was upset they had to wait to plan and

record their video. I loved the enthusiasm my student had for creating videos and seeing the

reactions of viewers knowing that she and her peers accomplished something great.

Journal Entry #3 March 7, 2017 12:10-12:45

As class began, the students were ready to dive right in to finishing their plans and video

the music teacher and I. Once student A planned who was going to do each segment of the video,

with the help of the other two group members, they started videoing the first segment. Student A

said right away that she was going to be the news anchor but Student B asked why she got to be,

and Student A quickly convinced her that she’s been making videos longer, which she has. It was

that moment that I had a suspicion that student A liked to do things her way.
 They finished that segment and then went to recording the music teacher and I. As soon

as we were done recording that, the third student in their group was to “interview” us. Although

he speaks little English, Student A and Student B were very helpful in helping him memorize

what to say for the video. Student A told him what to say word-for-word and made him repeat

what she said after each word. They video recorded him interviewing us and remembered each

word, then went back inside to edit the video but it was time to transition to the next class.

Student A is very persistent in helping students when they need help and making sure they get it

correct until they move on. She might be reluctant to include students at first into what she wants

to do, but I notice that she knows right from wrong and is willing to help them any way she can.

Journal Entry #4 March 9, 2017 12:10-12:45

As class started, Student A begins getting onto iMovie and PicStitch so the group can add

the beginning credits and ending credits to the video they pieced together. As they place their

ESOL logo on their “news station” logo, Student A writes her name and begins writing the other

group members name, but Student B wanted to write her own, so she took the iPad from her and

erased what Student A had so she could type her own name. Student B passes the iPad so that the

other group member can spell out his name. Student A takes the iPad back once he was finished

and wrote the rest of the video cast members names and then begins messing with the font, font

color, and background color. She choses every font and color she wants to and then Student B

leans over and changes it. They get into an argument and I reminded them that they each need to

contribute to the video equally, so Student A suggests that she picks the font, Student B picks the

font color, and the other student picks the background color. They finally agree and then decided

that the next video they make they can switch the jobs.
 I noticed that Student A likes to work on things her way until she gets told otherwise, and

then once the jobs are divided so each member gets to contribute, she insists she gets to do the

“better” job without directly saying so. My thoughts are that she should not feel the need to have

the “better” job first or to have that be a concern for her when she will eventually get to

participate in that “better” activity. I often wonder how she is treated at home and if she gets

everything she wants from her parents. I would enjoy seeing what happens when she doesn’t get

what she wanted to begin with but then to later receive it.

Journal Entry #5 March 14, 2017 12:10-12:45

The Fifth Grade students in the group of three begin picking out a new idiom of the week

and begin brainstorming what they can do and whom they can use in their video. Student B says

that she wants Mrs. Prince in the video and everyone approves. They go to ask Mrs. Prince if

they can use her in their upcoming video and Mrs. Prince agrees, so they planned to meet the

week after Spring Break. The students and I head back to their ESOL classroom and began

planning who would open the video, which would interview, and how they would include the

idiom. Student A again states that she will be the news anchor and interviewer and Student B

says that she will ask the question at the end. Class ends and they transition back to their

homeroom.

Journal Entry #6 March 16, 2017 12:10-12:45

Mrs. Broxterman began talking to the students about how she had big news to tell them.

They were getting the chance to present two of their videos at the upcoming school Board

Meeting on Monday, March 27, 2017. The children were so excited they were going to be able to

show more people their hilarious video they created. Mrs. Broxterman and the students began

deciding which videos they wanted to show and Student A also suggests that they should all
introduce themselves before the videos start. Mrs. Broxterman loves her idea and they practice

what they’re going to say, while helping their group member who doesn’t speak much English

until class ends.

Student A is constantly saying what is on her mind and inputting ideas that could be used

to better help showcase what her group has created. I notice that she has such great, strong

qualities and a personality that will get her far in life. She comes off as a shy person when first

meeting her, but once you take the time to actually talk to her and see how she interacts and

behaves with her peers, her personality is her strongest asset.

Journal Entry #7 March 28, 2017 12:10-12:20

The students arrive in the ESOL classroom and Mrs. Broxterman exclaims that the

students did a fantastic job at the board meeting and they talked about how much the board

members and audience loved their videos. The students continue planning their video until Mrs.

Broxterman has to leave to go to a meeting. I think using technology and having students create

videos using what they’ve learned is a great way to teach without the students knowing they are

learning. This allows students to want to keep playing and learning, and I know that Student A

goes to ESOL with an eager attitude because she has fun. I think the small group she works with

and her being comfortable in knowing the information allows her to excel in this class.

Journal Entry #8 April 4, 2017 12:10-12:40

As students filed into the ESOL classroom, they began looking at the plans they have

made for their next video that includes Mrs. Prince. They begin discussing how they will use the

idiom and decide that instead of their group of three only being in the video, they want all five of

the Fifth Grade students and myself in the video, too. As they are planning and brainstorming,

Mrs. Prince walks in the door so they could record her. Student B held the iPad and Student A
interviewed Mrs. Prince. Student A had a professional demeanor and held her composure even

though the other students were giggling behind the camera. They finished recording, Mrs. Prince

left, and the students began practice their “skit” to include their idiom. Student A was active in

guiding the students where they should sit and what they should be doing during the video.

As the students were practicing their “skit”, Student A gave suggestions for what each

student should do, and told the third partner in their small group to literally hit the books he was

holding so that Student A could correct him in the video and tell about the idiom. As they

continued to practice, they ran out of time and they had to video record next class time. I have

observed that Student A’s body language and interactions with her peers shows that she is

comfortable to speak what is on her mind and to help guide the students when needed. She is

confident enough to speak and know what more can be inputted into their video to make it great.

I wonder, though, if she uses the same body language if she isn’t confident with her work.

Journal Entry #9 April 18, 2017 12:10-12:45

All of the students in ESOL were ready to record as soon as class started but they

practiced what they were going to do one more time. The students suggested that I could act like

a teacher and hand them the books that they are supposed to “read”, so I agreed. Student B

recorded while we acted out the scene. We recorded three times before we liked the “skit” we

recorded last because during the first three videos, the students would giggle or have a book

upside down. As they recorded the full group, Mrs. Broxterman announces that a woman from

the USD 250 Foundation was coming in to give a “big check” to the class. She came in right

after the announcement and presented a check for $462 from the USD Foundation for books

printed in Spanish so they could have them in their ESOL classroom. The woman asked if

anyone could read in Spanish and English and Student B points to Student A, so the woman
asked her if she could read while she recorded her and she said, “yes”. She read a few words in

Spanish and then asked for help with a word, and then kept reading the rest. The woman then left

and class was over.

Student A seemed hesitant when she had to read to a stranger, especially while being

video recorded. I was able to observe how she behaved when she wasn’t confident in what she

was doing, but I felt proud seeing her try her best anyway. I was also glad that she asked for help

instead of skipping over the word or getting upset. I hope that my future students will be willing

to try something they might not have experienced before and I hope they know that taking risks

is not always something to be scared of.

Journal Entry #10 April 20, 2017 12:10-12:40

When all the students came into class, they started working on recording the rest of their

videos and editing. My diversity student began piecing the videos together and made the ending

credits, but with the help of her other teammates. While creating the credits, they worked

together without difficulty in who would pick the font and colors. All of the students played a

part in piecing the last bits of editing together and they finished their Idiom of the Week video. I

was thrilled Student A was considerate of her partners’ feelings and I think she figured out that

working together made things easier for their video to be complete and it was less stressful.

Student A, Student B, and their partner were all happy to show their other peers what they

accomplished and could not wait to see the First Graders reactions.

Journal Entry #11 April 27, 2017 10:25-11:42

Since I finished my clinical hours, I can have the opportunity to work with my diversity

student more individually in her home classroom rather than with other students. Mrs. Prince told

me that I would be reading aloud Student A’s test to her and that we would be in the conference
room. We went to the conference room and I started to read the test when she was ready. I

noticed that as she would take her test, she had to write an explanation on how she got the

answer she did, and she wrote, “Because I…” but then erased that answer and put her words into

a complete sentence, such as, “Yes, because I…” I saw that she learned that a full sentence was

the proper use of grammar and that had stuck with her. I also noticed that she misspelled the

word “modle” but corrected it to “model”.

As she was taking this test, she would rely on her study guide to get her started on

remembering how to work out the Math problem, and sometimes when I would read the next

question, she would look directly at her study guide and begin working on it without listening to

me read the question. I know that she most likely didn’t need me to read her test for her, so she

was probably showing me that by working ahead before I finished reading. I also observed she

would get confused with similar looking words while reading a book to me.

As Student A read a book to me during down-time after taking her test, she would get

the words “quit, quite, and quiet” confused, “considerate” was confused with a similar word, and

she would often say “been” instead of “when”. I observed that when she was reading, she would

add words into the story as if she was skimming and making up the story or reading too fast. I

think that she could have been nervous that I was with her while she was reading to me, or that

she wanted to read as quickly as possible so that it would be over with. I gathered from the test

and her reading that she seemed to not enjoy working with me, and I question if that is with

adults in general. I would ask her questions before she read to me and she would give me short

answers and a monotone voice. My first reaction to her acting this way was saddened that she

didn’t want to read to me, and her behavior continued until the students went to lunch and I left.
It is my goal as time progresses to try to get her to open up to me more, because I know she had

before I worked with her in ESOL and individually.

Journal Entry #12 April 28, 2017 10:26-11:40

I came into class and my cooperating teacher filled me in about how the students didn’t

do well on their test they took, so they were reviewing the questions that were missed most by

the class. Mrs. Prince had me review at the side table with Student A and Student B. In the

beginning of reviewing, they mostly paid attention and would work out the problems and show

me their work. Student A worked out a problem but would forget the last step, so I said, “make

sure you’re following all the steps. You have to multiply and then add.” She would then work

that part correctly, but then her denominator would be incorrect, so I would tell her to look at that

again and she got it right away. As time progressed, the girls would begin to talk to each other

more and more and pay less attention to what the student teacher was reviewing. I would keep

reminding them to pay attention, but Student A wouldn’t comply.

After insisting that she needs to pay attention because she is going to have another test

over the material, she says, “I know” and then starts to clean off her glasses. After a few times of

her cleaning her glasses with her shirt and then checking the clarity in the light, I say again,

“’Student A’ you need to pay attention; this is going to be on your next test.” She exclaims, “I

know” in a more harsh tone than before but continues to clean her glasses at least two more

times. At this point I feel as though I am not sure what to do and how I can convince her to keep

working. I decide that the only way she will possibly pay attention is if I don’t pressure her to do

so, so I remain quiet about paying attention. Luckily, as I am reminding Student A to pay

attention, Student B actually does so and creates less stress on the situation. I know that in my

future classroom things will not always be this easy on some days, and other days it may not be
that difficult, but if I can convince one student that they need to pay attention because their test

grade depends on it, then maybe others will follow suit.

Journal Entry #13 May 2, 2017 10:38-11:40

When I came into the classroom, the students were taking a timed test and once they were

finished, they would go to the classroom next door to work on their surname projects. Student A

and Student B were in a group together with four other students and their country they were

researching and presenting to Kindergartners was Mexico. They were all working on their poster

board, making dolls, and coloring a mask. Most of the students in the group were making dolls

while one student was coloring a mask that was on paper. Student A said that she couldn’t “make

a doll” and that it was “too hard”, so she told the student coloring the mask to make a doll so she

could color it.

Student A can be very hardworking but when she can’t or doesn’t want to do something,

she resorts to making someone else do it and her doing something that peaks her interests. She

input great ideas on what they could include in their presentation and was eager to get a Chrome

Book so they could research more to include. As time went on, I noticed that when Student A

had difficulty researching on the Chrome Book she would allow another student that she was

friends with help her without fuss. I believe that Student A allows people to help her, if she is

comfortable enough with that person, and I hope to be one of those people before my time is

completed.

Journal Entry #14 May 4, 2017 10:35-11:45

As I walk into class, I noticed that Student A and another student are wearing traditional

Mexican dresses. Students begin gathering their project materials and the class heads down to the

gymnasium where they are presenting their surname projects. All of the groups have their items
already placed on multiple tables as if they have set up previously, so now all they have to do it

set up the rest of their items, plan how they are going to present, practice presenting, and then

present a couple hours from now. The teacher whose classroom is next door to Mrs. Prince’s

classroom is in charge of the students and making sure that they have time to practice before

presentation time. She tells me that I can help them get what they need ready and that they need

to practice. I guide the students in what needs to be done, so they begin working.

As time progresses, the teacher in charge emphasizes to me that they need to practice

right now because they are running out of time. I explain to the group to get started on practicing

but they insist they have more to do. I say to them, “don’t worry about that right now, you need

to practice. Mrs. Anderson wants you to practice right now.” So Student A then mumbles under

her breath and then looks at me. At this point I am feeling stressed and concerned that the

students will not listen and that is going to make me look like I didn’t try to have them practice. I

say, “Okay, what do you need to do before you can practice?” They explain that they are putting

together what they’re going to say and who is going to say it. I say, “Okay, but let’s hurry so you

can have time to practice.” The students make a short plan but then get distracted and start to

goof off. Student A notices that I was looking at her with intent in my eyes, so she exclaimed to

the group, “come on or we’re going to get in trouble again”. I knew that she was annoyed by me

telling them to keep focused, but I was glad to see that she knew they were supposed to be

working and she lead the group to get focused again.

Shortly after they regained focus, Mrs. Anderson, the teacher in charge, came over to

help them with what they are supposed to be doing. I felt relieved having Mrs. Anderson have

her full attention to this group because I felt that since I was uninformed on what the students

were supposed to do for this project, I felt of little help to my group of students. I was grateful
for Student A to be a leader and a hardworking student so she could guide her teammates in what

needs to be done and how they can accomplish it.

Journal Entry #15 May 9, 2017 10:37-11:45

As I walked into Mrs. Prince’s classroom, she informed me that the students were across

the hall in the Second Grade classroom. I went over to into the classroom and the Fifth Graders

were working with the Second Graders in small groups trying to help them with an “egg drop”

experiment where they have to build a creation to store an egg in and they will drop them from a

certain height and see if what they created will keep the egg safe so it doesn’t crack or break.

Today they were creating the prototype of their creation using a plastic egg and will use a

hardboiled egg next class period. In Student A’s small group, behavioral concerns became

noticeable to other students as they were all collaborating together.

During the creation of the egg experiment, Student A input useful ideas for what the egg

could be wrapped in by bringing two coffee filters to the table and saying, “…it could be

wrapped in these, they’re soft”. So she began wrapping the plastic egg in the two large coffee

filters and started taping them. Another Fifth Grade student in the same group needed the tape

for a part of their creation they were helping with, so he went to grab the tape dispenser out of

Student A’s hand and she pulled back aggressively and said, “No, I’m using it!” A Second

Grader from a different group asked to use it and she handed it to them and waited to get more

tape once another tape dispenser was available. Another student within the same group as

Student A voiced her concern to me by saying, “I wanted to help but she wouldn’t let me”. I

honestly didn’t know what to say when this was said so I didn’t say anything accept

acknowledged her opinion with a smirk and a nod. I knew how this student was feeling since I

have observed Student A, but I know the best reaction is to keep a positive demeanor. I worry
that Student A’s actions will progressively become more obvious to others and that will leave her

to be alone socially, but I do hope that if she can realize her actions are not necessary she will

better know how to treat others. Although she enjoys students doing activities the way she wants

and does not necessarily listen to others ideas, she inputs her leadership skills, creative ideas, and

helpful actions into projects and when collaborating with peers to make her an important asset

into any group she is with.

Final Reflection:

Reflecting on my experience observing a student who is disadvantaged has showed me

the benefits of this experience, challenged me with new experiences, what teaching skills I

believe I have developed and the areas I need to grow in and how this experience has helped me

reinforce my decision to become a teacher. There are many benefits that an educator can receive

from working with students they have not yet encountered. One benefit is that educators can see

the strengths within that student they might not have seen before. Another benefit is that an

educator can make a difference in that student’s life. Engaging with students who are

disadvantaged or have disabilities is a fantastic way to model to other students how we should

behave to others, especially those who possibly feel alone because of a disability or

disadvantage. During my time spent with my student, I have reaped these benefits I will carry

with me into my future teaching career.

Before my experience with Student A, children had always been comfortable with me

and liked me from the start. Student A liked me but started to have an attitude once I would

remind her that she needed to focus on her schoolwork. I had not experienced reluctance from a

student or child before and I took it personally at the beginning. I remembered that I learned

about how students could be behaving a certain way for a reason they might not make clear, so I
tried to observe better and think from her perspective. I think that her reluctance towards me was

my biggest challenge during my experience and that has also taught me what skills and areas I

need to grow on before I can become an educator.

The skills I have developed from this experience is to better understand my students

when they are not behaving properly, and that I should not take the way they behave personally.

Before my experience with Student A and my time in my Overview of Special Education course,

I would have assumed I did something to upset my student or they were behaving a certain way

because they were uninterested in me or what I was saying. Now I have developed the skills to

not decide the answer is the first suggestion that I think of. The area I believe I need growth in is

to know how to properly engage with my students if they are not willing to learn or behave

correctly. One of my weaknesses is that I have trouble controlling a room of students if they are

misbehaving or not listening, and I don’t want to seem like the “bad guy”. I know I need to take

authority but I still want to be approachable to my students and for them to feel safe in my class.

My weakness is a challenge I am willing to conquer before I enter my career as a teacher and this

experience has pushed me to work towards my goals to becoming a teacher.

My experience with Student A has showed me that teaching someone who is unwilling to

listen can be difficult, but getting them to the point where they will listen and want to learn can

be rewarding. This experience has opened my eyes to seeing students as individuals and not a

class as a whole. All of my future students will have their own strengths and weaknesses, just

like myself, and this experience has helped me realize that there is more to a student than an

attitude, and there are reasons why children behave a certain way. I am truly grateful for this

wonderful experience to have opened my eyes and see my student and my future students in a

different light.