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.