Contextual Factors: Classroom Factors: The class consists of 28 students.

There are ten boys, and seventeen girls, and one mystery child. There are desk in the shape of a rectangle, minus the closed top side. Inside the rectangle is a long row of about 7 desks. The walls have very minimum design, with very little color. Towards the back of the classroom are built in shelves. The shelves are partially filled with books. There is one book shown with favoritism, and thats the rainbow fish. The classroom is very neat and organized. Technology: The classroom is equipped with a classroom smartboard, as well as four classroom computers. Equipment: The classroom computers come equipped with headphones, and they students also have ear buds to use by choice. The classroom also has a white dry erase board thats used for classroom assignments. Ms. Kelly also uses a classroom lap top for work including the classrooms smartboard. Resources: The only resources that I see at this point are the input of the teacher, Ms. Kelley. I also see the use of textbooks, and childrens literature. Parental Involvement: With the period of time spent in the classroom I see that parents communicate with Ms. Kelley through a communication folder. I have shared the opportunity of sorting through the communication folders to find notes between Ms. Kelley and parents, as well as homework assignments. Classroom Rules and Routines/ Scheduling: I arrive in the classroom by 8, every morning. At that time students are eating breakfast, and completing morning work thats listed on the board. They are not to talk, and if they do they often suffer the lost of recess. Once done eating breakfast the students are to complete the morning problems on the board, and once done with the work they are to practice math flash cards. Once reviewing the morning work is complete they head to the carpet for spelling words and their reading of the weeks book. Once the class completes the review of the story, and the weeks spelling words the transition back to their seats and complete independent assignments, whiles Ms. Kelley works with students on small group reading skills. She meets four students at a time, at a bean table in the corner of the classroom. They complete the independent work, and review and they then prepare for lunch. After returning from lunch they do a mini lesson before recess. After recess the students prepare for their special area, and after special area its about time for them to prepare to go home. Arrangement/ Grouping: In the classroom the desks are in a rectangle shape, missing a side. There is also a line of desk inside the rectangle. I have yet to observe reasoning for assigned seating, however there are two students that sit outside of the rectangle closer to Ms. Kelly. These students are at times disruptive, so Ms. Kelly has them closer to her to help eliminate distraction. Student Characteristics:

Name: Jayden Kaniya Avin Braden Canfield Brayden Boland Sykerria Burton Jacob Joseph Tameisha Jamirah Jaden Tiasia Raven Yhoni Jessica Aniyah Armardo Anastasia Willie LaDreavis Quinn Ketavius JaVarion Savannah Emori Coryiana Virdidiana ? Student hasnt been in school since Ive been there

African American

Caucasian

Hispanic

Asian

Male

Female

Age 6 6 7 7 6

6 7 7 6 7 6 7 6 6 6 7 7 7 7 7 7 7 7 7 7 7

Language: Most of the students first language is English. However there are two students, (Armando, Jessica) that speak Spanish as a first language. Achievement Levels High Language Arts Science Social Studies Mathematics Reading

Moderate Low

Students with special needs include, LeDreavis, and Jaden. LeDreavis is a male student that struggles in academics, as well as Jaden. Jaden is a female student. Ms. Kelly tends to have to spend extra time with these two students. Instructional Implications: (A.) Student characteristics and classroom factors play an important role in lesson plans, as well as classroom activities. Ms. Kelly has to take into consideration that she has a class thats largely divers, so therefore she have to make accommodations, and ensure that her lessons are broad enough to teach students of different cultures and races. (B.) Student characteristics, as well as classroom factors are the two most important contextual factors that I see to this point that I feel will influence how I teach, and assess. Student characteristics discusses the ranges of students, from ages to race. With different aged students, of different races teachers must be careful as to what they teach and how they teach the content. Classroom factors holds another key to my teaching style and the way I access. I personally believe that in any classroom one of the most important factors of academic growth is parent involvement. Parent involvement is important, and without the support and help of parents teachers will not be able to educate students.