Context for Learning Description of School and Students

Trinity Christian College Field Experience Form

Context for Learning

Description of School and Students

About the School Where You Are Observing or doing Field Experience

School Name and City: Lynne Thigpen Elementary School

Type of School: Elementary school, Middle School, High School, or Other:   Elementary School

Setting: Urban, Suburban, or Rural: Suburban

Write your responses to the three questions below in paragraph form.

1. List any special features of the school or classroom setting (e.g., themed magnet, classroom aide, bilingual, co-taught with a special education teacher, pull-out program).

2. Describe any district, school, or cooperating teacher requirements or expectations that affects the planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.

3.    For special education only: List any educators with specialized expertise in the school/district (e.g., specific disabilities, subject-specific pedagogy, English language development, speech therapists).

   At Lynne Thigpen, the teaching environment that I have observed is a regular classroom, however, on some occasions; it is mixed with a bilingual classroom as well. If the day consisted of the two classrooms coming together, the primary third grade teacher is present in the classroom, along with the bilingual teacher as well. During my time that I shared at Thigpen, I was able to see the effects of standardized testing, due to the change of the week’s schedule. The standardized test was in effect for a series of days, and it cut out on regular learning time, as well as, the elimination of physical education for those days. Towards the end of the testing, I was able to see just how exhausted the students were from the tests and the switch in their daily schedule.

About the Students in this Class [Give a brief or one word response]

1. Estimated percentage of students eligible for free/reduced lunch: 4

2. Grade level(s): 3rd grade

3. Number of

a. students in the class: 22

b. males: 10

females: 12

c. English language learners: 1

d. students identified as gifted and talented: 1

e. students with Individualized Education Programs (IEPs) or 504 plans: 2

4. Complete the chart below to summarize required accommodations or modifications for students receiving special education services and/or students who are gifted and talented as they will affect instruction. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.

Special Education Category	Number of Students	Accommodations, Modifications, and/or Pertinent IEP Goals
Example: Learning Disability	Example: 4	Example: Close monitoring, follow up, and Resource Room
ELL	1	Individual Assistance outside the classroom.
Gifted/Talented	1	Specific instructions beyond other students.
IEP	2	Close monitoring, special instructions, follow up, goal chart used for motivation.

About the Class You Observed

1. How much time is devoted each day to instruction in the classroom? Describe the class periods (if applicable)? Choose a content area of your specialty or major. How much time is devoted to teaching that subject?

I was only able to see the class during their Science and Reading lessons. Science was roughly 35-40 minutes long and Reading was anywhere between 40-60 minutes. During Reading, it was mostly reading a book with each child having their own copy to follow along, or the teacher would let them read on their own for independent reading time. Sometimes, when the class was having a discussion regarding the book, the teacher was able to tie in Grammar/English lessons as well.

2. Is there any ability grouping or tracking? If so, please describe how it affects your class.

In order to track student progression, the teacher would pull 1-4 students at a time to test their reading skills. This allowed the teacher to assess the child to see if they were at the correct reading level or if they needed some assistance. If the student seemed to not be able to read a certain amount of words per minute, the teacher would need to look further into their case. This would affect the class as a whole, for instance, if the class would read along with the teacher, that student may not be able to follow along at the same speed.

3. Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.

At the time of my observations, the students were reading Charlotte’s Web by E.B. White. This great children’s book was published on October 15, 1952 by Harper & Row Publishers. Typically, a chapter was read a day, sometimes two.

4. List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class.

In the classroom, the SMARTBoard was a very instrumental resource. Class discussions were facilitated from the screen, as well as, instructions for class work. The teacher also was able to create games that were used for great student participation.

5. What do you know about what your students know, what can they do, and what are they learning to do? What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?

  This information was brought to me by the teacher of the classroom. She would always fill me in on her students before we picked them up from P.E. Once, I was aware of certain student situations, I was more cautious of the students, and picked up on “clues” and/or activity of a child based on the background knowledge I was aware of. I had an idea of what the students knew, because Mrs. Snow was very big on “KWL” charts. If the students understood material, they would be able to describe in more details or provide examples. Honestly, a lot of information that I knew about what they knew or were interested in was due to my own observations that I could recall. Their cultural backgrounds were learned from the teacher herself or by the words or stories used by the students. Interests were also known by observation or from the child letting those interests be known verbally.

6. Describe one teaching event. What best practices in teaching were used?

One teaching event that took place, was actually when the teacher had to leave the classroom to handle a situation between two students and she left me in charge. I was left to continue reading a chapter from the novel we were reading in class. In order to keep the classroom well-managed, I had to attend to the students I noticed to be “drifting off” while reading. I wouldn’t call them out, but instead quietly go next to them and show them the place that we are in the book. Also, to involve the students; I started playing “popcorn” so that they would pay attention to the reading that was going on. In doing this, I believe that this provided high expectations in order for the students to make sure they were following along.