Context Of My Classroom Context

My third grade class at P.S 45 is an ICT class where half of the students are low-functioning and half of the students are general education. My classroom contains 29 children, 15 boys and 14 girls of mixed heritages. The majority of my students are Hispanic and African American; however, there are a few students who are Caucasian and Asian, too. The class consists of many students who have an impulsive tendency of constantly getting out of their seats. When this happens, it breaks the focus of other students and disrupts the lesson. Most students come ready to learn, but some of the students lack focus due to insufficient sleep and nutrition. Some students are more skilled than others; however, most of the class is struggling academically. My class requires special and differentiated instruction. Twelve students in this class

Describe at least four significant ways in which differentiated instruction differs from traditional classroom instruction.

Use of differentiated instruction and technology to enhance learning outcomes. The teacher used an agenda and timer to maximize the time available for instruction. The teacher used cultural activities and technology to bring in multiple perspectives on the delivery of the content. The teacher also displayed promoting high expectations by repeatedly telling students what she expects of them. The teacher successfully addressed behaviors when they transpired. The management of classroom space and resources effectively for student learning was challenging. Many hurdles can play parts in managing classroom space; such as, arranging student desks with inadequate space. Adequate space, no safety issues, and less behavioral problems provided confirmation of how the teacher managed the space and resources for effective student learning. What if student’s inappropriate behaviors didn’t exist, would productive learning opportunities still be a measured component of the

The learning environment supports students learning outcomes by faculty working with the students collaboratively and individually. The faculty response to student individual needs and concerns. For example, emails are answered promptly for assignment clarifications. The classroom environment supports students learning outcomes by a quiet surrounding that promotes focusing.

The classroom is comprised of nine boys and nine girls. The ethnicities in the classroom include Caucasians, Hispanics, African Americans, Asians, and one student who identifies as mixed. One student receives resources for speech therapy; eight of the students in the class are

When students enter my classroom they feel comfortable and have a sense of belonging. The learning environment I provide handles every situation and meets the needs of the student. As an educator and mentor I am positive, creative and an intuitive to student needs. Being organized in the classroom is a key element to my instruction because it encompasses structure and student choice. I believe these principals are “best practices” for all learners to reach their full

I’m a teacher at JD Middle School and my teaching area includes grades 6, 7, & 8 located in a low economic impoverished area in the city. My classroom is comprised of five girls and fourteen boys from several different ethnic backgrounds which include 5 African Americans, 8 Hispanics, and 4 Caucasian. Standard 3 The students in this class age range from 11 to 14 years old. My classroom is a specific learning disability classroom (SLD), most of the students have difficulty with processing long term and short

Specifically, I need to work on varying instruction to meet the individual needs of all my students. At this moment, I differentiate by allowing my students to submitted different products to demonstrate acquired knowledge. However, I would like to also differentiate content and process based on students’ readiness and different learning styles. My goal this year is to implement on form of differentiation per lesson. For example, one day I will differentiate the content by using learning stations/centers. On the next day, I will implement differentiation my implementing different ways in which I deliver content: visual, hands-on activity (tactile), auditory. The following day, the students will select the type of product they would like to submit to demonstrate acquired knowledge. I will focus on implementing one form of differentiation per lesson until I become comfortable with implementing multiple methods in one lesson. To become more knowledgeable and comfortable implementing differentiation strategies, for the next five years, I will commit to and execute the

Differentiated instruction is a system that teachers use to inform the different learners that they have in their own  classrooms. In differentiated instruction teachers use different teaching methods to help identify the different types of learner they have in their class.It is also a variety of grouping methods in the classroom to help pupils according to their needs. Differentiated instruction includes continues formative assessment which helps the teacher to understand and change instruction based on individual student needs

This inclusion classroom has a wide range of learners with varying ability levels. In math, there are four tiered groups with some students who are above grade level, some on grade level, and some who are two or three grade levels behind. This unit has rather abstract concepts that the students needed to build an understanding of, and in order to do that I needed to make sure to differentiate the delivery of instruction as well as the assessment types. This was a strength for this unit, because each lesson was differentiated for the tiered groups in the form of pacing, guides, graphic organizers, assessments, manipulatives, rubrics, and difficulty of problems. One specific way that I differentiated during this unit was by providing students with guided notes, graphic organizers, and manipulative to increase their understanding of abstract division strategies for solving multi-digit division problems. Long division was a particularly

Classrooms need to be a place where students feel comfortable. Llewellyn believes that a classroom that is a safe environment “can contribute to less anxiety and more effective learning” (p. 156). There are ways to create the right classroom atmosphere. One of these ways is to clean up the clutter. A cluttered classroom can suggest a sense of disorder and confusion. Textbooks, papers, etc always need to have an assigned place so the classroom will stay neat and organized. To create energy in the classroom, teachers should use natural sunlight. Whenever possible, teachers should let the natural light shine through the window shades. It also helps to show flexibility to rearrange the students’ desks periodically. Science classrooms should be nature-friendly settings. This means science teachers should use plants, aquariums, or maybe a mini-waterfall to incorporate nature in their classrooms. The color of the room can also influence certain behaviors during class. For example, earth tone colors encourage calming emotions. When possible, ask if the walls may be repainted if the walls are white in the class. Also, Llewellyn believes “music has the power to calm the mind, body, and soul” (p. 157). Although these are very helpful ways to create the right atmosphere in the classroom, no one classroom setting fits all

The classroom should be set up in such a way that makes students want to be there and encourages students to learn. There should not be too much decor as this could cause the students to become distracted, instead, a few items that will keep students on track and/or serve as reminders such as a poster of class rules or a balancing scale to remind students to keep their equations balanced. The classroom should be arranged in such a way that encourages interaction and participation like putting desks facing each other in small groups which will also help with group projects and encourage students to help each other. Class rules should be clear and concise so that control of the classroom is not lost and the teachers should let the students know when it is time to interact with the teacher (during lectures) and interact with each other (group projects or exercises). Keeping students busy by asking them questions, giving them projects, participating in solving problems should go a long way in maintaining control of the classroom. Every classroom should have enough resources and materials

This Learning By Design (LBD) plan has been written for a Year 5 Class consisting of twenty-seven (27) students, fourteen (14) boys and thirteen (13) girls. The student body consists of several Year 5 prefects. Perfects are voted in students that take care of students in other younger grades and set good examples for them. This class of students is based on student data in the learning area of English. The data places students into five (5) different ability groups based on their English skills, knowledge and understandings. The focus of this assessment is structured on the learning area English based on vocabulary, decoding/word attack, fluency, comprehension of fiction/non-fiction (or informational) texts and spelling.

For our students, many of the different components of our day are broken down and made appropriate for our students. For example, when it comes to writing, Amy is able to write her ideas by copying them from the board. However, Zia has to have us write her idea out and then she is able to trace over it. As for everyone else, we are still currently writing their ideas for them because they do not have the fine motor skill and patience to trace our writing. Differentiating the writing allows the students to work without getting frustrated as they learn new skills.

Teachers are faced with the task of instructing students with a wide range of diverse learning abilities.