Classroom+Characteristics+Organization+Packet+P.2

<========= Link to file.

** CLASSROOM AND STUDENT CHARACTERISTICS **

Teacher Candidate: Stuart Allen Date: 10/12/09 Cooperating Teacher: Colette DeHaan School/District: Enterprise MS / Richland School District Grade/Subject: 7th / English Supervisor: Robin Emmingham Lesson Title: 1. //Classroom rules and routines that affect the lesson:// The first 5-7 minutes of every class, students will complete a grammar notebook entry task. Students are to not talk and copy the entry on the projector. Today is an assembly day for Veteran’s day. The class will be shortened by ten minutes and the students will have just got out of an assembly before they get to my class. Either a short talk on the assembly or a regrouping activity will help the transition of students. 2. //Physical arrangement and grouping patterns that affect the lesson:// Students are grouped in 4-5 desks; facing each other to make 7 square groups. The seating chart is assigned by me to mix intelligence levels, as well as gender. The primary learning area is next to my desk by the projector and Smartboard. However for the highest level of learning, the groups are designed for me to utilize proximity teaching methods. 3. //Total number of students:// **24 **//Females:// **17** //Males:// **7** //Age Range//: **12-13** // 4. ////Describe the range of abilities in the classroom:// There are three students with MAP scores below the 7th grade reading standard. However, monitoring of these students has shown no lack of curriculum retention and no accommodations are needed. There are five students with MAP scores above the 7th grade reading standard. Proper guidance and curriculum is available if these students ask to be challenge or find the class not hard enough. The rest of the class has MAP scores within the 7th grade reading standards. // 5. ////Describe the range of socio-economic backgrounds of the students:// Students are generally middle-class to upper-middle class at EMS. // 6. ////Describe the racial/ethnic composition of the classroom and what is done to make the teaching and learning culturally responsive:// The class ethnic composition is 100% white. // 7. ////How many students are limited English proficient (LEP)?// No students are LEP. // 8. ////Describe the range of native languages and what, if any, modifications are made for LEP students:// The primary language of the class is English. // 9. ////How many special education and gifted/talented students are in the class and what accommodations, if any, are made for them?// No students are special education or gifted, therefore no accommodations are needed. // 10. ////How many 504 students are there? What accommodations are made for these students?// No students are 504 in the class, no accommodations are necessary. // 11. ////Are there additional considerations about the classroom/students for which you need to adapt your teaching (e.g., religious beliefs, family situations, sexual orientations)?// One student’s father is undergoing an investigation that was published in the paper. The only accommodations would be aware about the situation and any behavior changes in the classroom.