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Published byJodie Fisher Modified over 8 years ago
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The student is six years old. Her age can play as a strength in the classroom because she has some experiences and background knowledge in her lifetime. According to Neuman, Kaefer, and Pinkham (2014), background or prior knowledge is key component for reading comprehension.
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The student is currently in first grade. Her grade level can play as a strength in the classroom because she has had some experience with going to school. Her understanding of school norms will allow her to function appropriately in the classroom. According to Greenberg and Levin (2000), school routines and procedures can help students find comfort. The instruction will be more effective to students that feel as thought they are in a safe environment and know what to expect in the classroom.
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The student is a female. According to Jacobs, Kuriloff, Andrus, & Cox (2014), girls are relational learners. They value opportunities to build connections, bond, and collaborate with classmates. This is a strength for classroom interactions.
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The student speaks English and Korean in their home. According to Berg (2014), bilingualism is an asset. Children who speak more than one language have additional ways to show what they know. This is a strength for showing understanding in the classroom.
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The student would fall into the middle-class category for socioeconomic status. According to Neuman, Kaefer, and Pinkham (2014), students from a low- socioeconomic status have far less background experiences. The student’s background knowledge and prior experiences are a strength for our class dynamic.
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The student came into first grade reading at the expected reading level. She is ready to continue with first grade standards. This is a strength because the student does not require remediation. Therefore, we can work on first grade material.
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According to Galaviz, it is important to make a connection between home and school (Laureate, 2014). When you include a students linguistic and cultural diversity at school, you allow them to feel welcome and part of the classroom community. You allow them to become empowered!
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This student exhibits model behavior in the classroom. She is performing at or above grade level academically. She brings a rich culture to our classroom with her diverse language and culture.
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There are not many challenges with working with this particular child. She is a joy to teach! The most difficult task with working with this student would be finding ways to incorporate culture responsive teaching to ensure that she fits into our classroom community.
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Berg, N. (2014). Busting ELL myths. Education Digest, 79(8), 66-67. Greenberg, P., & Levin, J. (2000). The value of classroom rituals & routines. Early Childhood Today, 15(1), 54-61. Jacobs, C.E., Kuriloff, P. J., Andrus, S. H., & Cox, A. B. (2014). Reaching girls. Phi Delta Kapplan, 96(1), 68-73. Laureate Education, Inc. (Producer) (2014). Culturally Responsive Teaching [Multimedia file]. Columbia, MD: author. Neuman, S., Kaefer, T., Pinkham, A. (2014). Building background knowledge. The Reading Teacher, 68(2), 145-148.
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