Students' Interests, Input, Growth, and Development

Knowledge about Students

• I had students fill out an All About Me. I compiled that information into a spreadsheet.
• As I noticed something about students that would be nice to know, I wrote in on my student profile page in my notebook. 

Knowledge About the Community

• I live really close to this community. 
• I know how to research a school's community. Here is a group project that I led about my block 1 school: http://prezi.com/fnspqs6wwuqp/?utm_campaign=share&utm_medium=copy&rc=ex0share

Events that I attended this year

• The Little Mermaid musical - High School
• Homecoming basketball game -High School
• Senior Night basketball game -High School
• Round 1 of the tournament basketball game -High School
• Spamalot musical- High School

Fostering Active Engagement (based on individual and group motivation and behavior)

• Self-guided lab with fun day
• Student choice for fun day
• Small groups

Fostering Self-motivation

• Curiosity and choice

Building a Classroom Community

• I was welcomed into a classroom filled with love. The students genuinely care about and respect each other. 

Multicultural Stance

• We have a student who has an ethnicity from the Middle East. I respect that she wears a head piece. We talk a little about her home life and even her hair. 

Resources to Support Multicultural Learning in Classrooms

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Differing Development

• Yardsticks Book
• Different reading levels and levels of other knowledge.
• The school has firetime, Read 180, and other pull out resources. 
• Fine motor skills. I was able to teach 1 student to use a rubber band to bundle Popsicle sticks. The other student will take longer. Many students were able to bundle the Popsicle sticks on their own. 

Learning Styles

• Some of my students learn best by reading.
• Many students learn best through hands-on activities. 

My Diverse Students

• 2 true ELL students. I need to use the WIDA standards for my ELL students. I pull these students with the student who has a lower-than-average IQ so that they can get extra help. This mainly comes in the form of me reading the work to them or doing unique word sorts. My clinical educator did a good job of creating this differentiation. 
• Many students who are Latino, some of these students used to be ELL and I need to make sure that they understand academic lessons and my references when I try to activate prior knowledge connected to schema. 
• 1 of my students has an IQ that is lower than her age, because of this she reads on a lower level. Surprisingly enough, this student does not have an IEP. 
• Some of my students are on free and reduced lunch. 
• Some of my students are athletic. .
• I had students complete All About Me sheets, which helped me see ways that my students are unique. I compiled that information into a spreadsheet, to which I added other observations. 

Family Communication

• I sent an introduction letter and a completed All About Me home with students during the first week of class. 
• When I asked students to bring in items for Fun Day, I wrote a letter to the students and families. I was sure to put a rubric at the bottom.