2019. 5. 15.

Classroom Learning Profile - Google Docs

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 is filled with numerous cultures. The class did have some diverse race and ethnicity.
Each student came from multiple backgrounds and cultures. From my observation, the students
respect each other's’ culture and values. This was evident because in between their conversations, they
Culture would bring up their unique experience and family tradition with regard to, for example, how to eat
pasta. Everyone cooked and ate the pasta differently, but no one was judgemental. No one criticized
others about it. Instead, the students responded, saying “It’s cool or amazing”, which shows how
open-minded they are towards other peers and cultures.
There are 6 students who are ethnically Asian, 1 student who is black, and the rest of the 21 students
are white. The ratio of the diversity of race and ethnicity in the classroom seems not to be very
Race & Ethnicity balanced considering that the school has a Chinese immersion program.

Most of the students in the class seem to come from a middle-class working family. From 491 students
in the whole school, only 84 students are eligible for the free lunch program (Search for Public, 2018).
This economic reality shows that most of the students in the school and Mrs.S’s class have a family
where the parents’ income is at or exceeds the average. The students also have a decent relationship
with their fellow classmates. Most of the student get along very well with each other. Students share
Social Systems- their materials and do not hesitate to help out each other. Of course, there are friend groups that are
Peers & Family closer than other peers, but overall most of them have a great relationships with each other throughout
the classroom.. If the students have a fight or have a conflict, they get separate from each other to
calm down and logically think through the problem. In addition, teacher S values collaboration as one
of the most important component in a classroom setting. It is evident that teacher S is values
collaboration because I saw numerous times when students helped out each other even before one
asked for any help.

Moral, Spiritual, and
Faith Development
Elementary is a public school and Mrs.S is careful about touching on the topic of religion or faith.
However, when I was observing in the classroom, I saw lots of moral development. On one of the
observation days, the class did not clean up well after an activity. Mrs.S told the custodian to not
vacuum or clean the classroom. The next day, Mrs.S told the students what they did wrong and asked
students to fix it. She asked the students who made the mess to come out and clean it up. The students
who made the mess stood up and took responsibility for their mess. This was a great moral lesson for
those students in the class. Students learned from their misbehaving. This is an example of how Mrs.S
is very strict about the rules of her classroom, trying to build and shape students’ moral character. No
one in the class has directly touched on God or any kind of religion in the class, so I am not aware of
any faith/spiritual development in class to date.

Attention & Memory
The students’ attention spans seemed to be longer than what I expected their attention to be. When
Mrs.S asked them to work on writing or reading workshop, they read or wrote 20 to 30 minutes
straight without any trouble or noise. I thought it was because of the freedom of workspace that Mrs.S
gave to her students that they worked steadily for some time. They chose a comfortable working space
and stayed away from students who might distract them. In addition, their memory skills are great.
They remembered almost all the key terms and figurative language that they learned weeks ago.
Moreover, the students have a spelling test every Friday to recall the weekly vocabulary that they have
learned. I graded the spelling tests and most of the students did excellent on it. This showed that the
students have good attention to detail and long term memory skills.

All of the students speak English as their first language. They are most comfortable speaking English
Language
in and out of the classroom.

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2019. 5. 15. Classroom Learning Profile - Google Docs

Motor skills are very diverse in the class. I have seen that some students have very neat, fine motor
skills like writing or drawing on paper while other students struggle to write or draw neatly on the
paper. Also, it is evident that the students enjoy a hands-on activity such as measuring the perimeter of
objects during their math time which requires a great number of fine and gross motor skills.
Motor & In addition, their spatial/sequential ordering skills are diverse. Most of the students are able to keep
Spatial/Sequential track of their work and the due dates for their work. They keep their notebooks and journals in a nice
Ordering order. However, there are some students that struggled in those areas. They were skipping pages in
their writing or losing their handouts and worksheets. Mrs.S repeatedly asked the students to check if
their works were all handed into the basket. She also asked one of the students to summarize the
instruction or the work they had to finish. This repetition of instruction in the classroom aided the
students who were struggling with their spatial/sequential ordering greatly.

As I was observing the classroom, I have seen that most of the students engage in higher order
thinking. For example, during the science/social studies time, the students have to analyze the context
that is given from a newspaper to answer questions that Mrs.S has prepared for them. The questions
were not yes or no questions, but they required students to use their reasoning skills. The students
need to give evidence and details to support their answer which would help their higher order thinking
Higher Order Thinking
to develop even more. On the other hand, I observed a few students struggling with the higher order
thinking skills. They were easily stuck on problems that asked for why and how. They lacked the
ability to give details and information to answer questions. Mrs.S has had 1 on 1 discussion with those
students to make sure they are understanding and following along with the rest of the class. Mrs.S
encourages the students’ to use their own reasoning skills rather than Mrs.S telling them what the
answer is.

There is one resource student in the class. She has trouble walking and uses a walker to assist her to
Ability & Disability walk. She is a slow learner in terms of her ability to cognitively process ideas compared to her peers,
but that does not mean that she is way behind the class.

Source:
Search for Public Schools - School Detail for Meadow Brook Elementary School. (2018).
Retrieved February 21, 2019, from https://nces.ed.gov/ccd/schoolsearch/school_detail.asp
?Search=1&SchoolID=261461000057&ID=261461000057

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