Amber Jordan Contextual Factors ECED 329 Classroom Factors: Physical Features and Classroom Arrangement: There are

two kidney tables for the teacher and the assistant teacher. At the kidney tables there are six student chairs. In the center area of the classroom there is a small table for the play dough center and for the coloring center. At the play dough center there are four chairs at the table and at the coloring center there are three chairs at the table. The centers include: Play Dough, Practical Life (Kitchen area), Reading, Coloring, Computers, Wood Blocks, Legos, Puzzles, Counting, and a Small Group Teacher Directed Center. Centers that do not have tables and chairs are on rugs. The classroom is set up so there are no crowded spaces. All the centers are spaced out so the students have room to do their work or play. There are nineteen students in the whole class so the room is not crowded when they are in centers since the centers are spread throughout the room. At the front of the room there is a meeting rug. This is a colorful rug that has squares on it so the students know exactly where to sit when there is whole group instruction. The classroom temperature is set so that it is comfortable for the students to work in. The students maintain a soft and controllable noise level when they are in centers. They know not to be too loud. While the students are with the teacher, the noise level increases due to singing or dancing while on the meeting rug. When the teacher is reading to the students the students are usually quiet and attentive. They do interact if the teacher has asked a question while reading. If the students misbehave they are sent to the time out chair for a few minutes to think about how they made the wrong decision. The restroom procedure is very simple. There is a boys and girls restroom located at the back of the room. The students have been instructed to go to the bathroom quickly and quietly without asking. After using the restroom the students know that they should always wash their hands with soap and water. The sink is at a low level so the students can wash their hands and not make a mess. The shelves are low so the students can have access to them. The cubbies at the back of the room are lower as well so the students can hang their book bags, coats, etc. on them. There are storage cabinets and shelves for the teacher to use but they are at a higher level for the teachers. The students work is located on the windows at a level where the students can still see them. Most posters around the wall are at a higher level but the students can see them. Outside the classroom there is the students work on the wall. This time of the month there are the snowmen that the students made themselves. This allows those walking down the hall to observe what the students are learning and doing in the classroom. Availability of Technology: In the classroom, there are computers and a smart board. The teacher has a computer at her desk. During center time the students are allowed to use the computers if they are chosen for that center. There are only two computers for the students. These computers are touch screen so they students can touch them and interact with the game or

Amber Jordan whatever they are learning on the computer. The teacher is usually the only one using the smart board. At times during the whole group instruction with the teacher the students are able to interact by doing different things on the smart board. Each day the teacher utilizes the smart board by letting the students sing along with nursery rhyme videos that are online. They also are able to show students how to play the games on Star Fall. Star Fall is on the students computers for them to play during computer center. It teaches the students numbers, alphabets, shapes, colors, etc. Equipment: Throughout the classroom there is different equipment that is available to the students. On a shelf students are able to use markers, pencils, paper, construction paper, and crayons. In each center the materials needed for that center are provided. In the reading center there is a small couch and a chair for the students to sit and read in. This couch and chair is smaller so the students have easier access to them. The tables and chairs in the classroom are also smaller so they have easier access to them as well. Throughout the room there are bookshelves with books that are on grade level. There are two trashcans in the room. One near the sink and one beside the teachers desk to ensure that all trash is placed in the trash can and the classroom is not messy. There is a clock at the front of the room so the teacher can keep track of time and know when to transition to the next center or recess. During recess the students are able to swing, slide, and climb on the playground equipment. The swings sit lower to the ground so the students can easily get in them. The playground equipment has slides, tunnels, sliding poles, and steps for the children to play on. The classroom and the playground are built so the teacher can supervise everything that is happening so the students stay safe. Resources: There are different resources to keep the students engaged in learning. The teacher uses small books and big books to read to the students during whole group instruction. Music is incorporated throughout the day to get the students moving and singing. The music may be a nursery rhyme or a song for the ABCs. The teacher usually sings and dances with them and the students can see it on the smart board as well. Each center has different manipulatives to engage the students in learning but in a fun way. Parental Involvement: Each month the parents are asked to get involved with the students by making or doing a project with them at home. For example, the month of February the parents are asked to help the students make a Valentine Box for the February 14th Valentine parties. The box could also be a bag or anything creative so the students can insert Valentine cards in them. Parents and students are also selling Worlds Finest Chocolate for the PTO. This fundraiser supports the Early Childhood Center. Parents have the opportunity to come to Zaxbys Night on February 20th. The teacher sends home a monthly reading sheet that they color for every five to ten minutes that they read with a family member. If the students return the sheet at the end of the month, they get a treat. If a child is struggling with a certain concept, the teacher will send home a practice activity. These activities encourage parents to read and practice a concept with a child. The teachers encourage parents to stay up to date with what their children are learning. The teachers

Amber Jordan maintain a good relationship with parents so they will know exactly what is going on with a child, which in return helps at school and at home. Classroom Rules: The rules for the classroom are very simple. They are to listen carefully, follow directions, work quietly, be kind to others with words and actions, respect school and personal property, and work and play safely. Students know what they are supposed to do each day in centers and that they are to clean up their mess and there is no running in the classroom. These rules were made by the teacher and are enforced by the teacher and assistant teacher. If students break one of these rules the consequences are a warning, the time out chair, and then a letter or phone call home. The classroom rules keep the classroom at an orderly manner. This also helps to maintain safety of the students and teachers. Grouping Patterns & Routines: At the Early Childhood Center, all doors are locked at all times. To get into the building you must ring the doorbell for the secretary to let you in. After all students are in their classrooms doors are locked and you must have a key to get in. All gates to the playground can only be accessed through the building. On each door going to the outside has an alarm on it as well. These new policies are ensuring that children and faculty remain safe while at school. These new policies for the school went into effect this year. Before center time there is whole group instruction. At the end of whole group instruction the students are picked randomly by the teacher for centers. The teacher picks the student who is sitting quietly and paying attention first to pick the centers. The students are able to pick which center they want as long as there are not more than three people in that center area. The teacher encourages students to pick different partners each day. This teaches the students to engage with all students instead of a few. During center time the teacher and assistant teacher have small group instruction. Small group instruction usually consists of an activity that went along with the book the teacher read during whole group instruction. On some days routines are different depending on what is going on within the school such as the 100th day of school or Valentines Day. They have different activities for the students to participate in on those special days. Mrs. Blackwells AM Schedule 8:00- Students Arrive 8:00- 8:15 Songs on Smart board and restroom 8:15- 8:30- Pledge of Allegiance and breakfast 8:30- 9:05- Large Group: Songs and activities on Smart board, calendar, skill work, read aloud/big book 9:05- 9:45- Centers/ Small Groups

Amber Jordan

9:45- 9:55- Clean up and restroom 9:55- 10:25- Recess 10:25- Pack up and dismissal Student Characteristics: Four Year Old Kindergarten Class Greenwood Early Childhood Center Spring 2013 Description No. of Children Age Four Years Old Five Years Old African American Hispanic Caucasian Female 7 4 3 3 0 4 0 Male 12 5 7 4 2 6 2 Total 19 9 10 7 2 10 2

Race/Ethnicity

Special Needs/ IEP

Description of students: There are a total of nineteen students in the class. The class consists of seven females and twelve males. Four of the females are four years old and five of the males are four. There are three five year old females and seven five year old males. The class is diverse. There are seven African American students, two Hispanics, and ten Caucasian students. There are two students who have special needs. Special Needs Assistance: There are two male students in the classroom that need special assistance. One of them goes to occupational therapy and speech therapy. The other male student goes to speech therapy. Throughout the week these two students are taken out of the classroom by the therapist and worked with. This gives them individual instruction so they can practice their speech. They stay with the therapist about fifteen to twenty minutes. These students have IEPs or Individualized Education Programs that ensures that they have any assistance they need. Achievement/Developmental Levels:

Amber Jordan Students in this class have a mixed range of learning abilities. A few are at the higher level of learning, but the majority is at a lower to a middle level of learning. These levels of learning contribute to how the teacher teaches the students. Since most of the students are at a lower to middle level of learning the teacher uses small group instruction to ensure that her students are learning. Small group allows the teacher to see exactly how each student is doing on the lesson and what she needs to focus on. For those of the higher level of learning, she can see they are getting the lesson and can use those students to help those of lower levels of learning. The students learning styles vary. The learning styles vary from auditory, kinesthetic, and visual learning styles. When working with students if the activity is modeled to them before they actually do it, they do a better job at it. Some of the students can listen and know what to do with few questions. Most of the students are kinesthetic learners. They learn by having a hands-on experience. They can visually see it and feel it. In return they know exactly what was being taught. Most of my students are learning the alphabet and sounds. There are a handful of them who can look at the letter and know exactly what it is. The majority of the class still needs help and practice learning the alphabet. The students impressed me the first few days I was working with them because they all could count from one to ten without my help. Some did need help pronouncing some of the numbers. The students are learning everyday and I see improvement from week to week. Surrounding the students with learning will help them day by day to learn new things. Interests: The students in the class love to go to the computer center. The computer center is fun and interactive. It allows them to work at their own pace and play different educational games that teach numbers, alphabets, shapes, colors, etc. They are also able to build such things as a snowman or a Halloween jack-o-lantern. The computers are touch screen too so they enjoy that as well. They also love music and singing to the songs that the teacher provides each morning on the smart board. The girls in the class love coloring and the kitchen center. The boys are interested in Legos and the wooden blocks. The entire class loves recess. The boys usually run around and slide and the girls love to swing. Prior Learning that May Influence the Development of Learning Goals, Instruction, and Assessment: The four year old kindergarteners in the class have never been in the classroom before. This is there first experience in the classroom and having to do class work. The students might have not been in a classroom before but some parents have taught them basic knowledge. Unfortunately, not all students get the prior learning experience. The more prior learning experiences that the students have are the better. Most of the children know their colors, shapes, and numbers up to ten. Before the four year olds are entered into the Early Childhood Center they are pre-assessed by the Dial 4 Test. When the students are ready to leave the Early Childhood Center the students take a post Dial 4 Test to see what they have learned.

Amber Jordan Instructional Implications: Contextual Characteristics of the Classroom: The physical appearance of the classroom has an influence on learning. The classroom is very large and easy for the students to move from place to place throughout the room. There are tables, chairs, and rugs for the students to use while learning. The environment in the classroom is quite and comfortable to keep the students feeling safe. The classroom is equipped with learning manipulatives for the students to initiate student learning. The classroom is set up with the main focus of students. There are colors, pictures, and shapes that help the students learn. The teachers are always welcoming and loving to the students as well. Instructional Implications: The teacher instructs students based on their level of learning. The teacher provides books that appropriate for the grade level. She allows individual instruction if a student needs extra help. The teacher initiates student learning by including each child in the discussion during whole group instruction and small group instruction. Any accommodations for the students that need to be met are always accommodated by the teacher. If there is a behavioral problem the teacher talks to the student individually. She encourages them to behave well and to be involved in the activities in the classroom. For those that cannot focus well, the teacher asks them to help her do things. In return the student is involved and learning. There are two Hispanic students in the classroom, but they speak English very well. The teacher accommodates these students by surrounding them with as much English as possible. The teacher assesses the students by worksheets, observations, and checklists. During small group, the teacher can focus on each student and observe their work. This allows the teacher to see what each student needs help on. Checklists give the teacher evidence of what the students have or have not learned. Factors That Will Influence How I Plan and Teach My Lessons: The mixed range of learning levels will influence how I plan and teach my lesson. I have to make sure that those with the lower, middle, and higher levels of learning are able to understand and learn from my lesson. I also have to consider how I am going to address the students who have special needs and Individualized Education Plans. For those students, I will ensure that they can hear and see me while I am teaching so they can listen closely. I have to engage each child during the lesson to make sure they are staying focused; I can ask questions and get them to predict what is going to happen next. I will always have work planned so if there are early finishers, new student, or anything out of the ordinary happening students will always have something to for them to do. This will lower the behavioral problems throughout the classroom because the students will have something to do at all times. I must include different ways of learning for the kinesthetic, visual, and auditory learners. The students are learning how to read so having pictures in my lesson is an essential. If there are behavioral problems during my lesson, I will address the students in a proper manner. I could include them in the lesson to help them stay focused. I must teach something I know the children are learning and working on. I must challenge the

Amber Jordan students on what individual level they are on. I do not want to teach something the students have already grasped. I will figure this out by pre-assessing the students by asking questions and observing the students. I will have a check list so that I will know which students I must focus more on. During my lesson, I will take anecdotal notes to see that my students are learning. After teaching my lesson, I will do a post assessment. The post assessment will consist of an activity for the students to engage in so I can see that they either gained knowledge or did not. I will have a checklist to check off which students are getting the concept being taught and which is not. Summary The contextual factors helped me realize that teaching involves time and effort. It involves not only planning lessons for the students but planning how the classroom is arranged to benefit the students. It showed me that each individual student is different in so many ways and as the teacher; I have to accommodate each student and their needs. To make learning for the students fun, lessons should be exciting and full of information for the students to learn. Using manipulatives and modeling lessons and activities in the classroom allows the students to exceed in lessons being taught. Each student is unique in his or her own way and brings different learning styles to the lesson. The students present different views and ideas for the lesson. Teachers can also learn from the students from their different views and ideas. These views and ideas allow the teacher to know how the students think and learn. This can also help the teacher plan her lessons by including what the students like and how to keep them engaged in learning. All of the above information will help me guide my future lessons and to remember to always focus on my students and their learning. In my future years, I may adjust how I teach and do things. Having these contextual factors can refresh my brain in a few years and remember what teaching is all about and all the factors that must go into a classroom.