Diversity Practicum Tonya M. Isabell EDU 657 11/2/14

Setting & Situation 70-minute math class 26 students Various different ethnicities, skill levels, and language abilities During my practicum, I planned to attend three different classrooms. Due to various complications, I was only able to attend one math class. I feel that the students in the class represent various types of diversity, and will help me achieve my goal to find positive teaching methods and observe obstacles of diverse students. I am certified in mathematics as well, so Mrs. Dodrill will allow me to participate in the class as a teaching assistant.

Class Make-up

Days 1 - 3 I spend most of the first three classes observing the interactions between the teacher and the students. The students have great respect for Mrs. Dodrill, and they try to please her. Many students blurt out answers or raise their hands and try to answer her questions. We have three students that struggle to engage in class, and need constant redirection. One student has just arrived in the United States, and he struggles to remain on task during class. Another student has only been in the U.S. for a year, and his math skills are limited by his English ability. He can complete problems with numbers, but very few word problems. The last students struggling to remain on tasks is a white girl who draws pictures on her paper for most of the class. She will not respond to positive reinforcement, and will cry if Mrs. Dodrill reprimands her.

Day 4 - 5 Mrs. Dodril gave the students a test on day four, and many students were still completing the test on day 5. I walk around and answer questions about the test. The students ask few clarification questions, and more questions about the mathematic skills the test evaluates. I wonder if the students are taking advantage of me or do not know the information to pass the test? At the end of class, most of the students are not finished with the test. On a 30 question test, 70 minutes should be enough time for every student to complete the assignment. The students not finish with the test are Hispanic, Black, and only one female. The test has been modified for the English Language Learners and Special Education students. All the special education students need another day to complete the test, and none of the English Language Learners need more time. I take the students who need to complete the test into another room. I notice that the students ask less questions, and finish the remaining questions quickly.

Day 6 - 8 The class started a new unit and it takes two days to introduce the new skills. Mrs. Dodrill breaks down the lesson by first reminding the students they already know how to do one skill. She then adds more to that skill the next day. Because the students feel confident in the basic skill, they do not resist the additional information added the next day. Mrs. Dodrill calls on all the students at one point in the class, and waits until that student answers. By the end of the introduction to the lesson, every student has answered a question and participated in class. The ELL students have another student translate for them so they can answer the questions. The special needs students answer the easiest questions to give them a little challenge without discouraging them.

Day 9 Today, I tried to observe more of the teacher actions and reactions to students. Mrs. Dodrill is patient and kind to her students. She constantly rewords questions, asks pointed questions, and gives positive encouragement to her students. She does not exclude any group of students, and encourages them to share their stories and thoughts during class. It is very interesting and fun because the students have very different backgrounds and cultural references. The students feel safe in her class, and are not afraid to answer her questions. One little Hispanic boy answered a question incorrectly, and Mrs. Dodrill was able to correct him in a manner he appreciated with a positive response.

Conclusion I find that Mrs. Dodrill has spent many hours learning about her students’ background, skill level, and experiences. She really cares for her students, and works hard to be sure the class helps students reach their full potential. I will take away the following things to help me meet my goals: Encourage all the students during class Learn about my students and allow them to bring in their experiences to our class Hold all students accountable for learning including ELL and special needs students Be sure students see the class diversity as a strength not a weakness Have the save expectations, but give more or less support based on student need