Contextual Factors - Classroom

The classroom layout in my social studies class is very traditional.  The students’ desks are in six columns which contains seven desks in each row.  Directly in front of the students is the white board that spans the entire wall.  Also, connected to the ceiling is the projection screen which projects on the screen above the white board.  The benefit to the students all facing forward and in rows is the ease of giving lessons and to use the white boards or projector for lessons without having students move their desks or not being able to see the screen.  Also, it makes it easier to manage the overall classroom because it is very easy to determine if a student is paying attention to the lesson or if (s)he is off task.  The negative aspect to the desks aligned in this formation is it subconsciously keeps me in the front of the classroom and makes it harder for me to effectively teach a lesson and move around the room at the same time.  Also, it limits interaction the students have working in groups as compared to if the desks were already formed into pods or groups.  The overall ambiance of the room is very inviting and friendly.  The white painted walls, variety of pictures, the computers and couch in the back of the room, and large windows presents the room as a safe, fun, and relaxed environment for the students and teacher. 

     To the right side of the classroom is located a pull down map of the world is located, student presentations, a large American flag, and pictures of historical figures, such as, Martin Luther King Jr., John F. Kennedy, Rosa Parks, and Gandhi.  This wall represents a sense of pride and insight to what the class is all about.  Displaying the students’ presentations lets them take ownership of the classroom, and shows a sense of accomplishment and appreciation of their hard work and devotion to the class.  The American flag and pictures represent pride for our country, as well as, an appreciation for those individuals that were a part of the development of our nation.  Also, this is a social studies class so it ties into the curriculum. 

     Directly behind the students in the back right corner of the classroom is a sink with a water fountain, which is nice because it eliminates students having to leave the classroom to get a drink of water or to wash their hands.  Also, along the wall is a desk with four computers that have internet access that allows students to do research or write a paper.  Even though having these computers in the classroom is nice, it would not be very feasible to use these in a lesson because the ratio of students to computers is too high.  Also, Mark Twain has a computer lab this is available for the students per request; therefore, if I plan a lesson that computers would be necessary, it would be more practical to use the lab.  However, in the morning when students have study hall, these computers are very resourceful for the students.  In the far back left corner there is a couch with pillows on it that allows students to sit, read, or work together when the class is working in groups.  It is nice to have this couch because it makes the students feel more comfortable and gives them the illusion they are at home and not at school.  The space also provides a relaxing element to the room. 

     The whole left side of the classroom is one long window that looks out onto the grass field where students have PE or lunch.  The windows are nice because they provide plenty of natural light and allow for cool air to enter into the classroom.  However, at times, it can serve as a distracter when students are off task and day dreaming out the window on a gorgeous Oregon sunny day.

     Directly in front of the students, in the front left corner of the classroom is the teacher’s desk with the teacher’s computer.  It is facing the students’ desks which have its advantages when taking attendance and monitoring the students while they are working on assignments or tests.   I have complete overview of all the students and can easily tell if they are on task or distracted.  Also, the door is directly adjacent to my desk so it is easy to monitor who is entering or exiting the classroom. 

Contextual Factors - Community

Mark Twain Middle School is located in Silverton, Oregon, within Marion County.  With a population of 13,216, Silverton is one of the smaller cities in the county, however, its small town feel is one most alluring qualities of the city.  The median age is 38 years old and the average household income is $45,100.  Within in the city of Silverton, there is no large industry or major company that employees a large amount of the locals; the main occupation is agricultural, therefore, there are a lot of family operated farms.  The average person is a low-middle class blue collared citizen whose average home is worth $168,600.  Approximately 61% of the community own their homes and 39% rent.  In addition, 16% of the community is below the poverty line.  Within the community members of Silverton, the racial diversity is not very dense, Hispanics make up the largest minority group with 9.3% and the remaining minority groups, African Americans, American Indians, Asian, and other races, barely make up 1% of the community.

Mark Twain Middle School is in the Silver Falls School District that consists of 1 high school, 1 middle school, 11 elementary schools (K-8), and 1 elementary that is 4^th – 6^th grade.  Out of the 13 schools in the district, 6 of them are Title-1 schools and Mark Twain is one of those schools.  The immediate surrounding around the middle school compliment the schools financial struggles; the school lies on the northeast side of town surrounded by homes built in the 1970’s that are a little run down, but the yards are kept up and a newer neighborhood that consists of duplex homes.  Although, there is a high population of low-middle class community in Silverton, the citizens are very nice, hardworking, and respectful individuals.  They are very welcoming to new people into their town and they make sure to shake your hand, ask how you are doing, and if you need anything.

Based on the socioeconomic level of the community, as a teacher, I need to be aware when creating my lesson plans, making sure I get majority of the lesson and work done in class, and not assigning anything that may cause hardship for the students to complete.  Typically, students from low socioeconomic households have a difficult time completely homework at home due to their home life, and they do not have the same access to technology as other families, that are not as financially limited.  Overall, I need to make sure that I am making the necessary arrangements for the students needs.

Contextual factors - School

The socioeconomic standing of Silverton has a direct correlation to Mark Twain’s Title 1 status and the demographics that are represented within the school walls.  Of the 13 schools in the Silver Falls District, Mark Twain is the only middle school and has a student population of 272 students.  The racial diversity is primarily Caucasian, Hispanics are the majority of the minority population, however, unlike the 10% Hispanics population within the city, there is a 15% Hispanic student populace and the remaining minority groups only represent 3% of the remaining population.  There is a low amount of special needs children, such as IEP, 504 plans, and ESOL, however, there is a larger than normal population of homeless students based on the schools size.  Due to the socioeconomic level of the community, this is not abnormal, however, as a teacher, I need to keep this in mind when I am making lesson plans or assigning work that may involve materials or technology that may not be accessible to everyone student.  There are 38 staff members at the middle school: 2 administrators, 9 support staff, 7 instructional assistants, and 20 teachers; also, of the staff members, 71% are females.  A surprising statistic of the staff members is there is only 1 member that is not Caucasian and he is a Hispanic man that is one of the custodians.  Although, a small minority of Hispanics attends this school, having such a staff that is all from the same race narrows the view and experiences the students will receive and different perspectives they could have learned.  However, everyone at the school is very kind and welcoming.  They feel very genuine and care for the students and the school.  The students are a little squirrely, but that is because they are 13 year olds, however, they are well behaved and in general well mannered.  I have come to enjoy the small town feel inside the school because you have more leeway in what you can do in your classroom and you have a lot of support from your administration and peers.

Although, the school was built in the 1970’s, because of Title 1 funds, each classroom has docucams, projectors, a few computers with internet access, and newer textbooks, it presents the opportunity to get more creative with lesson plans and assignments.  Also, Mark Twain chooses to use some of their budget to have unlimited copying which is nice to know that if you want to make a worksheet or copy a passage out of a book, you will not have a problem.

Reflection 4.1

Kids I find it easy to like:

I find it easy to connect with students that have some of the same personality traits and interests.  It makes it easier for me to understand them and I can connect with them easier.  Also, I find myself gravitating towards students that are outgoing, good personality, have leadership qualities, cares about their education, and want to succeed.

Kids I find it hard to like:

It is hard to like students that do not care about their education or themselves.  Students that come every class and are distracting towards others, do not follow the rules, and are taking away the right for other students to learn.  It is also difficult to build a relationship with a student who is very quite and reserved.  Its not that I do not like them, it is hard to break through that barrier.

Kids I am sorry for: 

I feel the most sorry for the kids that show up to class every time with out a care in the world and are very distractive to the rest of the students.  I believe it is a cry out for help because of something in their past or the current family life.  However, I chose to believe that students want to get smarter and apply them selves so that they give them selves a good opportunity to succeed later in life.  Also, I feel sorry for the students that receive some type of neglect at home; whether that is verbal, emotional, or physical, no student should have to be exposed to that type of abuse.

Kids I feel threatened by:
Students that are very intelligent and feel they need to prove themselves.  Although, I am not afraid to be wrong in front of my students or admit my imperfections, however, if I had a student that was constantly asking me questions I did not know the answers too, I would feel a little threatened and insecure.

Kids I identify with:

Again, I find it easy to identify with students that share my same personality traits and interests, for instance, athletes, social butterflies, and goof balls.  At some point in my day, I could relate to those labels and understand who they are and what they are going through.  Also, I could relate to students whose family is in the military or has moved around a lot because I was in the military and moved around quite a bit as a kid.

Kids I gravitate towards:
I gravitate towards kids that are natural leaders, are excited about learning, show respect to their fellow students and their teacher, and who I think are a great role model for other students.  Also, someone who portrays certain personality traits that I would have aspired to have at their age or possibly even now in my life.  For example, in high school, even though I was popular and didn’t mind the spot light, I didn’t like speaking in front of crowds or giving speeches.  I wish I could have been more confident and secure with my abilities.

Kids I feel inadequate around: 

I hate the feeling when a student is struggling at something and no matter what I say, demonstrate, or do it is not getting through to them and they cannot grasp the concept.  I take it personal and feel that I am not doing something right and I am inferior.  Also, for students that have experienced things in their lives that I haven’t and I do not know enough about to be able to understand what they are going through or how they are dealing with it.  For example, students with learning disabilities, besides learning the basics in school and learning how to cope with them, I have never experienced that frustration or challenge so can I ever truly understand?  Also, when talking to females about issues could be inappropriate for a opposite gender teacher-student to be discussing, for instance, anything sexual or physical contact I feel uncomfortable with.

Kids I probably don't even notice: 

I don’t know because I don’t notice them. HAHA…  I think the students that come to class and just check the box and are not very noticeable; they do their work or enough to where you do not say anything. They receive average scores on their assignments and tests and have a couple of friends in class, but are quite and follow the rules so they do not gain attention.  They wear clothing that are ordinary and average and only answer questions when called upon. 

Blog #3

After speaking with my teacher at West Salem High School, his opinion is the majority of students are predominately middle-upper middle class blue-collar families (Construction, farmers, mechanics owners).  However, there are also roughly 25% of students are low-middle class (550 students get reduced or free lunches out of 1700).  Therefore, I felt it was appropriate to look at the difference between the two dynamics of a low class family and a middle class family.  The low class family is based on a single parent with one child and the middle class family is based on a married couple, dual incomes, with one child.  However, throughout the rest of this blog, I will refer to these families as low-income and middle-income families.

Note, this budget does not include a lot of common bills such as: car loan, insurance (car or health), or gas.

The low-income family most likely could not be able to afford a house, so they would be forced to live in an apartment or share residence with family or friends.  They possibly would be on Oregon Health Plan or food stamps.  This income level would directly affect the lifestyle and upbringing to the student.  They would not be able to have the same experiences as students who are privileged enough to come from families of more wealth. For example, chances are they would not be able to afford extracurricular activities after school; they may have to work to help support their families, or may have to take the city bus because they cannot afford to live in town.  Living with a single income source can be hard and as a single parent it can affect their ability to raise their child and be difficult to make time to help with school homework.  Studies have shown the students that struggle in school have a direct correlation to coming from a home that lacks support in regards to education.  Thus, students from a low-income family are more susceptible to struggling in school. 

In comparison to a middle-income family, typically both parents are working and one of the parents’ jobs provide benefits for their family, hence proving health insurance.  On average, most middle-income families own a home, which provides a comfort zone for the child to feel safe and provides for a good environment to learn.  Even though this student has both his/her parent’s working, the chance for one of them to be home and able to assist him/her in homework and provide encouragement is higher than a single parent.  This family would be able to afford for their child to participate in extracurricular activities and other experiences with family and friends.  Also, the stress level of the child over the financial situation of his/her family would most likely be low because they would not have to deal with the limitations poverty creates on a day-to-day basis.

Overall, I feel the stress level of being a teenager/student and the lifestyle led by a low-income student would be drastically harder than a middle-upper income student.  As a future teach, it is my responsibility to figure out which students are in this category and make every accommodation available to them, for example, being sensitive to assigning assignments that are computer based, making sure they have the resources to complete projects, or not assigning work that requires them to stay after school.  Also, not taking granted their experiences when making references towards examples in class.  A way I could find out a students income level would be to get to know the student and ask probing questions, pay attention to if the students basic needs are being met, or check their individual file for clues.  Although, I will not treat my students according to their poverty level, I will make an effort to be fair to their needs and try to accommodate them as much as possible.

3 achievements I aspire for

As a teacher I will aspire to earn the respect of my students by taking the time to learn all of their names, get to know them for who they are as a person, their families, friends, and interests.  Also, by leading by example and always challenging them to exceed their potential.  Treating my students as individuals and not not as a whole will hopefully allow them to trust in me as a teacher and in return, earn their respect.

Through my teaching methods and personality, I hope that what I teach my students will be applicable throughout their everyday lives and they will see the relevancy in it.  I will challenge my students to not take anything for face value and challenge them to think outside the box in all aspects of life.  To encourage them to not only find depth in meaning within their education, but through the experiences they have in life.

Lastly, I aspire to continually better myself as a teacher through taking different classes, seminars, and life experiences that will help me grow as a teacher and to better understand my students.  I never want to become complacent in my job and get into a groove where I can put myself on autopilot and not have to challenge myself.  Through continues education, I feel it will help me stay ahead of the technology curve, learning new theories about teaching and understanding students, and giving me more experiences to find commonalities with my students.

How I'm ME...

There is a definite advantage to growing up as the baby of the family; it always seemed like no matter what I did, I could never go wrong.  Granted my mom is a softy, however, I have always been very observant, so when you have an older sister that had a knack for getting in trouble, I would always pay attention to know what not to do.  It did not take long for me to figure out if I was able to add a little boyish charm to any situation that potentially would get me into trouble; my mom had a hard time “truly” being mad at her baby boy.  I have grown up in a very close family, some would say probably too close because of we share all aspects of our lives, but that is just how I was raised; family comes first.  I have two parents that are very supportive and still madly in love with one another.  Growing up as a kid, I can remember my parents holding hands, giving each other a kiss before work, or cuddling on the couch; I think that is why today I am the same way with my wife.  I think it is very important to show my affection towards her.

I lived in Scottsdale, Arizona for the first ten years of my life in a successful blue-collar family.  At that time, my dad worked with his brother, who owned the most successful residential home building business in Arizona and my mom’s side of the family owned one of the more successful tile and marble companies.  My family motto was definitely, “work hard to play hard” and that we did.  My dad taught me how to get my hands dirty and the value of a hard days work.  It was those moments when it was just him and me that, at the time I did not realize it, but he would always be teaching me how to do things correctly, not taking short cuts.  His famous saying was, “if your going to do something, do it right, and do it the first time.”  I would have to credit my dad for instilling in me a good work ethic, finding enjoyment in hands-on work, and as my wife definitely knows, being a perfectionist. 

Like all perfect dreams, they do not last forever, by the summer of age ten, my uncle’s business went under to a series of poor business decisions, as a result, my family and I moved to the Northwest, specifically, Issaquah, Washington.  Prior to leaving Arizona, I can remember my parents sitting my sister and me down, and explaining to us what had happened and discussing as a family what we should all do.  I imagine that they already decided to move and manipulated my sister and I to thinking moving was a great idea.  However, the fact that my parents made the decision but alluded to this as a family decision and included the whole family.  After leaving Arizona, my dad never seemed to have a hard time finding work, however, I think he always was trying to get back the life style that we once had.  Although certain times of my upbringing were a little rough in regards to money, my parents always found a way to provide for my sister and me.  It was the first time I experienced what it was like to go from upper class to lower/middle class and get served a big dish of humble pie.  Even though my parents always taught me the value of a dollar and the meaning of hard work, there is no substitute for hands-on experience.  From 1991 to 1996, I lived in five different cities in Washington (Bellevue, Issaquah, Redmond, Bainbridge Island, and Poulsbo) and then, Salem, Oregon.  Moving so much as a little kid really allowed me to build upon my social skills and as a result made me a very out going child.  I never had a hard time making friends in a new city.  When we finally made moved to Oregon, my parents told my sister and I that this would be the last city we were going to live in until college because they did not want to move us out of our high schools once we started.

I received my education from Leslie Middle School, South Salem High School, and Willamette University.  Until I reached Willamette, my education, even in Washington, was primarily a white dominated community with very little diversity, in terms of ethnicities.  Even in high school, I never put much thought to the lack of exposure from the communities I grew up in.  Sports have always been a milestone in my life, since the moment I was able to walk; I have been in competitive sports.  Moving all those times, beginning introduced to new places, schools, and friends, the one constant throughout my life, was athletics.  It has always been my leaning post and taught me sportsmanship, fair play, mental toughness, and one of the only outlets that gave me exposure to different ethnicities and races.  Growing up in predominately white communities did not seem weird because I was always around kids of all cultures.  It was not until I reached the campus at Willamette did I realize how much of a sheltered life I had lived.  Becoming part of the WU community, I was immersed into the most diverse community I had experienced.  This offered me an opportunity to get to know people from all around the US and Japan.  It was the first time I realized how my friends, regardless of ethnicity or race, were greatly influenced by where they were raised.  For instance, my black friends from California are very adamant to let you know what city they grew up in because that directly correlated to their upbringing and personalities.  God forbid you mistakenly tell one of them they are from the Bay area, when they are really from Orange County.  My college experience is what has sparked my passion to becoming culturally diverse.

 

After I was accepted into Willamette and I found out how much school was going to cost me, I did a quick financial outlook on my four-year future and decided to join the Oregon National Guard to help pay for school.  Granted at the time, I jumped in with both feet not knowing what I was getting into, only to be sent off to war two years later, but that decision is something I would have never changed.  In 2003 to 2004, I was deployed to Kuwait and Iraq in efforts to support Operation Iraqi Freedom.  Much of that year is a big blur, but I learned a lot about myself during that year.  The culture shock I received overseas was like my Willamette experience on steroids.  Although it was a bit scary and overwhelming, it was an opportunity of a lifetime to meet people from around the world and become family, as your mutual goals were survival.  I learned how to deal with the emotional and mental strains “war” forces on a person experience.  Once I returned home and got back into my “normal routine”, I remember my first observation with my friends was how much I had grown up and matured because of my experience, I found myself to be more responsible and protective.  I have never given any thought to this correlation, but it was the summer of 2004 when I met my wife at Willamette.  She has probably had some of the most significant influence in my life, because she motivates me to be the best person I can be and I put her happiness and needs before mine.  My love for her has been the ultimate sacrifice thus far in my life, and the only way I can top that is when we eventually have children of our own.