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Classroom Learning Profile No Names

This document summarizes observations of a 2nd grade classroom from a teacher education placement. It describes the students' demographics, including 65% being middle class, representation of various races and ethnicities, and family structures. It also outlines areas of development the class is working on such as social-emotional skills, attention, higher-order thinking, and varying ability levels including gifted and struggling students. The teacher noted the students have a range of needs and challenges.

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65 views

Classroom Learning Profile No Names

This document summarizes observations of a 2nd grade classroom from a teacher education placement. It describes the students' demographics, including 65% being middle class, representation of various races and ethnicities, and family structures. It also outlines areas of development the class is working on such as social-emotional skills, attention, higher-order thinking, and varying ability levels including gifted and struggling students. The teacher noted the students have a range of needs and challenges.

Uploaded by

api-385158641
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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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
65% middle class
Sam made a comment about something that happened at her church-perhaps this is a
part of her and other students cultures
Dan commented on singing in the choir at church
Culture The teacher refers to the students as a whole as being very privileged
Principal commented on how students appreciate rewards like lunch with the teacher,
rewards that make them feel loved and appreciated more than material rewards
(because, for the majority, they have all that they want at home as far as material
possessions)

2 African-American students, 2 Mixed, 6 Asian, 11 Caucasian


Kim told me her mom is from Taiwan, has talked about visiting there
Tom has been in India for the past two weeks, will be gone for one more week, she is
Race & Ethnicity Indian, perhaps visiting family there
Ethnicities of students include: African, Asian, Indian, and European
One student speaks four languages
One student told me his parents call him by his African name
Kits spanish speaking grandmother lives in her house

The teacher said that most students come from families in which both parents are
working, this is especially true of her class this year
Friday I asked Owen where he had been the previous day, was he sick? He said he told
his dad he didnt want to go to school that day so he just stayed home and hung out with
his dad, went for bike ride...interesting dynamic...why would parents allow this?
On a similar note, Trina was gone one day this week and when I asked, she said her
mom said it was too hot to go to school and took her and her sister to the beach during
Social Systems- the school day...do parents not value their childrens education? Feel entitled to miss
Peers & Family school when they want?
The teacher has also noted that the parents of children in this class are very needy,
constantly communicating with her about little things, and it is distracting her from her
instruction and planning time (an interesting dynamic for her this year)
After attending parent teacher conferences I learned that Bens parents were
concerned about his social life, they had just broken off their marriage
Another students parents are not together, she mentioned this when students were
writing letters to parents, saying she needed to write two separate letters so that both
of her parents could have one

Students in the class are working on being mature 2nd graders


They are working on self-control
They are working on following directions
They are working on "developing character, something the teacher emphasized is
Moral, Spiritual, and
taught at Meadow Brook. The other day she told students about being positive and how
Faith Development
people who are happy live longer, telling students about the phrase, glass half full
Also working on respect
As a school, learning that we are wonders, appreciating everyone for their uniqueness

Overall, the class is working on growing their stamina (ability to keep reading, or keep
focused on whatever the task on hand may be, strengthening their attention)
Sam: slow to transition from one activity to another (never puts his thumb up to
Attention & Memory indicate he is ready to go when the teacher asks who is ready, when most of the class
does)
Trina: struggles with attention (teacher called her out during a lesson (repeatedly) and
reminded Trina of a conversation they had about paying attention)
The teacher also commented that this class has a lot of students who can be very
spacey

The teacher has commented, this class is gifted with language and they love to use that
gift (a chatty class as a whole)
Yet there are some students obviously struggling with language and reading (Moe)
Language
Important to note: this class is a Chinese Immersion class. All of their instruction in the
afternoon is in Chinese

Motor & I am surprised by the way students flow through the classroom with their quick moving
Spatial/Sequential little bodies and I havent seen any collisions (suggesting strengths in motor functions
Ordering and a well-organized classroom)

Dan: inferred about the feelings of the character in a story read


The class as a whole is learning about inside feelings which must be realized through
inferring (a type of higher order thinking)
Higher Order Thinking
They write every day in the class, creating (the highest level of thinking of Blooms
Taxonomy)

There are both gifted and struggling students in the class


There are no inclusion students that join this class.
The teacher said last year her class was very average, with no gifted or severely
struggling students. This year her class is very different in comparison. For example,
Moe is not reading at all. Her students are not on the same page this year compared to
previous years she has had.
The teacher noted parents react in strange ways when told their children are gifted,
expecting more for their children (interesting teacher-parent dynamic in this situation)
Ability & Disability
Ethan is her only gifted student in her morning class
Moe receives 1-1 before school support, mondays-thursdays, the highest level of
support
The teacher has also said this class is very young, some students are only 6 years old in
her second grade class, and she worries about how young students are with the
material they are expected to master at this grade level (she has mentioned that the
problem is that the school has no young fives program)

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