EDUC 461: TWS #1

Contextual Factors

Jankouskas

Classroom Factors:
The 4th grade classroom I am assigned to for my student teaching is Diana Carvers room at
Lakeview Elementary. Our room is very colorful and inviting. The first thing I notice when I walk in are
all of the Scottish Terriers on the walls. We have subject posters and giant chart paper reading/writing
models on the walls, as well as leaves hanging from the ceiling. We are in the process of posting a
timeline of our social studies up in the front of the room, but that is a year-long addition. At the front of
the room there is a white board, Smart board, projector, and the teachers podium/station. The station
consists of a podium, a metal three drawer cabinet, and one book-shelf-like structure. Here we keep all of
the materials we need for the Smart board and the white board, plus extra supplies such as copies of
assignments and future assignments. The floor is not carpet, but there is a carpet/rug in the back right
corner of the room and one in the front center of the room. The carpet in the back is located under the
classroom library. The white board contains the objectives for the day and a poster to its right shows
homework for the week in each subject. The daily schedule is located next to the door. The back of the
room consists of a half-circle table that seats five students. Behind the table are cabinets and cupboards
that contain standard documents, specific student files, and books. Next to the back table are the three
computers in the room. The students use these for Odyssey work and in-class writing assignments. There
is also a terrarium with three turtles next to the computers and then the classroom library on the other side
of them. The students backpacks are placed to the left of the door as you walk in on the hangers, and
there are cabinets on the right side. These cabinets contain supplies such as loose leaf paper, construction
paper, markers, pencils, assignments, etc. The far side of the room has the air-conditioner/heater, in-class
library, two windows, and the class telephone. There are two trashcans in the room. One is at the back
under the computers desk table and the other is next to the door. Ms. Carver and I are very accepting
toward electronic devices. As long as the student is using the device for something educational and/or
something that deals directly with what they are doing in class, they are allowed any type technology.
The students are also allowed to listen to music while they work independently, but this is not an
everyday occurrence.
Desk Arrangement:
The desks are arranged in 5 clusters that either have four desks or five in them. One cluster has
six desks, but we have been contemplating how we can change that. There are no empty desks in the
room. One student has been moved around because he is very difficult and therefore we moved the
student to a spot next to three very quiet on-task students. This student is asked to move down to the
floor when disrupting others. Each cluster has one student who usually struggles with material. Each
cluster also has a gifted and talented student within it or a student who is on the cusp of GATAS. We
have placed the desk/podium as much out of the way as possible. We are rarely at the desk unless we
need to grab a paper and then quickly move away from it or if we need to use the computer to change the
Smart board. This creates a very free moving environment that has the teacher constantly moving
around the room. Neither of us has a problem teaching from any location in the room. This I think
allows for a more full teaching experience. Each student has a class job. The jobs include trash duty,
pencil sharpening, material gathering, cleaning up, etc.
Classroom Dcor:

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Jankouskas

The classroom is very colorful. Almost every inch of the walls are covered in a poster, cabinet,
bookshelves, student work, pictures, etc. Ms. Carver has been in the same room for three years and has
made it very welcoming. The classroom and school rules are posted on the wall along with the American
flag and South Carolinian flag. Above the flags we are in the process of putting up a timeline that deals
with our social studies content. The Smart board is in the center of the front of the room, next to it the
white board. The classroom library contains at least one thousand books. These books range from
fantasy to informational. Carver also has them classified by; the author, genre, or even Beware of Boy
Books. The library takes up half of the far wall of the classroom. The teachers station and the air
conditioner/heater take up the rest. The four computers are located on a table extending from the back
wall. Next to the computers is the terrarium containing the turtles. Above the computers and turtles are
the cabinets where Ms. Carver keeps personal photos, class photos, dog emblems, etc. There are also text
books and dictionaries located here. The wall of cabinets next to the door has a sink and a coffee maker.
This section is where we keep little snacks that the students will get if they are hungry. This is also where
the lunch count is located. Upon walking in each morning the students choose their breakfast and lunch
choice for that day.
Schedule:
Times
8:00-9:10
9:10-10:00
10:00-11:10
11:10-12:10
12:10-12:35
12:35-1:35
1:35-1:55
1:55-2:30

Monday
Morning Work
Related Arts
Math
Social
Studies/Science
Lunch
ELA
Recess
Independent
Reading

Tuesday
Morning Work
Related Arts
Math
Social
Studies/Science
Lunch
ELA
Recess
Independent
Reading

Wednesday
Morning Work
Related Arts
Math
Social
Studies/Science
Lunch
ELA
Recess
Independent
Reading

Thursday
Morning Work
Related Arts
Math
Social
Studies/Science
Lunch
ELA
Recess
Independent
Reading

Friday
Morning Work
Related Arts
Math
Social
Studies/Science
Lunch
ELA
Recess
Independent
Reading

Routines:
As students arrive they sit next to the classroom door out in the hall. When they are called inside
the room they choose breakfast and lunch then put their book bags on the hangers. Next they go to their
seat and begin their morning math and daily reading comprehension review. This portion of the day has
some talking amongst the students, but not an unreasonable amount. Not often do the students need
quieting. At 09:10 each day excluding Tuesday and Thursday the students go to activity. On Tuesday
they go at 8:55 and Thursday they go at 08:45. When the students line up they are called by table cluster.
One students job is line leader. This student must go to the front of the line. This is the routine that
usually has the most talking and requires teacher intervention. The students walk down the halls staying
on the blue tiles. The leader stops at every intersection and waits for the teachers go ahead. Bathroom
breaks are given twice a day as a whole class; once after activity and once after lunch. The students may
also ask to go at anytime during the day and are allowed to go alone. I have yet to notice a problem with
this routine. At recess the students will be called to line up and get quiet. The line leader will wait for the
teachers go ahead once again. When the school day is over an announcement will sound that students
should go to their bus waiting locations. Our room is where bus six meets. Each student will go to the
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correct room where their bus rider peers meet. This routine is pretty well engrained in the whole student
body at Lakeview.

Outside Influence:
The parent involvement is quite good at Lakeview. The visitor/volunteer sign-in log is full of
parents or teacher friends coming in to help out. Ms. Carvers mother comes in at least once a week to
help with her filing and to bring the students treats. There are two field trips for the fourth grade, and
parents sign up in droves for these activities.
School Characteristics:
The classrooms are not too large in general, but the class sizes average around twenty-four
students. This size does not require any more room than they have. The gymnasium is mediocre in size.
There are basketball hoops and tumbling mats, but not a lot of space for full-class involvement. The art
room is very spacious for what the class calls for and has a lot of supplies. The music room on the other
hand seemed a little skimpy when observed. Instruments were readily available, but the quantity was a
lacking. The computer room was well established and has headphones for each student at each computer.
The library is of average size and quantity of books. The playground has many options for students to
use. There are basketball hoops, soccer goals, four square courts, grass to play on, etc. The lunchroom is
equipped with a stage for assemblies and six long tables. The lunchroom in general is small and a little
cramped. The hallways do not have too much on them until you make your way to a teachers door.
Next to each teachers door is student crafts. There is usually only one craft per classroom, which leaves
the space in between the classrooms quite bare.
Throughout the day the students are able to earn rewards (Starbucks) for good behavior. This is a
school wide effort to create an issue free environment where the students are ready to work and ready to
learn. Carver will also give these out for being on task while doing independent work. At the end of each
week students who have gained ten or more Starbucks will get a prize. Sometimes it is at the end of a
month.
Student Characteristics:
There are twenty-three students in this fourth grade class. The ages range from nine to ten. The
class contains ten males and thirteen females. There are five African-American students, one Portuguese
student, three Hispanic students, and fourteen Caucasian students. There are three ESOL support
students, but the Portuguese student speaks fluent English and Portuguese. None of the five AfricanAmerican students are below grade level in any subject. Only one student receives resource for one and a
half hours per day. He is tier II in reading and writing. There is one African American student who
unless medicated is very disruptive. His scores are usually As, but if not medicated he will not work.
Only the one Caucasian student is in resource. The class contains three GATAS or gifted and talented
students. All GATAS students from this class are Caucasian, One male and two females. There are a
couple students who might test for the GATAS program soon, but no additions as of yet.
Student Achievement Levels:
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The students reading levels are mainly on par with their grade level. There are four students
below grade level that are often found avoiding reading when we independently read. Two of these
students are female and two are male. The par for grade four reading level is forty or between Q and S.
There are four students above reading level all at a 44. The majority of the class is Tier IA just because
Ms. Carver thinks that all students need the small group instruction (guided reading groups). In math
there is only one student below grade level based on MAP scores, however, many students struggle inclass with new math concepts.
Many of the students in the class have not traveled far away from their homes. Many have not
left South Carolina. One student has been as far away as Portugal. Therefore the culture for travel is not
that prominent. The students all love football, even the female students. There is a big rivalry between
Clemson University and the University of South Carolina. One student does prefer Georgia University.
Most of the students favorite activities are gym or art, which will be fun integrating movements/games
and drawing. Ms. Carver already has a list of songs for many topics covered throughout the year. The
students really seem to enjoy singing them before a lesson.
Instructional Implications:
Reasoning for Contextual Factors:
The contextual factors listed above have a major influence on the planning process of the teacher.
Since students learn differently and have different abilities and disabilities, the contextual factors are very
important for a teacher teaching in the most effective way for the students. For example the students that
do not come from a European-American background and culture may have trouble understanding the
questions and trouble relating to the topics. The contextual factors help the teacher understand cultural
differences between the students and thus teach accordingly. Another reason for contextual factor
analysis is that knowing what type of learners and disabilities your students have can greatly impact your
lesson plan procedures and accommodations. Accommodations are not always easy, but they provide for
the best environment for that child. That is what contextual factors do. They allow for the specialized
instruction of each student.
Classroom Factors and Student Characteristics:
Most fourth graders are in a concrete operational stage of development and thus require hands-on
activities to best learn the material. Kinesthetic methods are proven to work better with this age and their
memory retention of material. Therefore activities that involve students working with Unifix cubes or
pattern blocks can greatly help their learning process. Most of the students seem to be Tactile-Kinesthetic
learners; meaning they learn best when they perform the action being taught. Due to this Ms. Carver has
them teach each other during certain lessons. This allows them to grasp the topic efficiently. Only one
allergy is present in this class; a tree nut allergy. Finally there is one student who lives at Connie
Maxwell housing and because of this is not allowed to go on the class field trip in April due to safety
reasons.
My class is on par with the grade level for all subjects. There are only a few stragglers. The class
as a majority prefers gym and art/music more than computer and library. With this knowledge I will
introduce poster making and map drawing in Social studies, math movement games, and songs that deal
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with all subjects. Ms. Carver already has many math songs and plays them daily. This will help the
students become more motivated and engaged in the lesson and make learning more fun for them,
because drawing or singing is involved, which is something they enjoy. Music also helps students learn
content easier and retain it longer. I will use Hispanic cultural references to help include our Hispanic
students in schema activities, as well as introduce cultures to our Caucasian students to help broaden their
cultural knowledge and appreciation.
Specific Instructional Implications:
The first instructional implication I will introduce to my students is cultural background study.
This will help broaden the minds of the local students and introduce cultures of students in our class
that will help to build a classroom community. Learning about different cultures especially ones that
belong to students within our class will help students make connections with cultures (Hispanic, AfricanAmerican, Asian, etc.) and subject matter, especially reading and vocabulary. Because of the cultural
backgrounds I will try and link non-social studies lessons with cultural backgrounds of the European,
African-American, and Mexican-American children. I will do this through read-aloud activities. This
will help the minorities peers gain some level of cultural understanding of them.
My second will be to use technology as much as possible in the classroom. The students in our
class love bringing their technology (ipods, tablets, etc.). We have introduced apps for social studies that
deal directly with our curriculum such as; 50 States App, Geotech, and Quizlet. Our classroom has a very
open technology policy as long as the students parents signed a technology form. Abuse of this
arrangement will be cause for that student to lose their privilege.
To accommodate the students that are below level readers or struggling I will try to involve
literacy skills with any subject I teach. This cross-curricular connection will benefit both their fluency
and the knowledge they have of the subject being taught. I will try not to utilize any prior experiences
that the students do not have, in order to avoid alienating them from the lesson. Based on the students
interest in singing, art, and physical education; I will try and take them outside for a science lesson a
couple of times during the fall semester as well as use Ms. Carvers song collection. The students already
do a lot of drawing and coloring, but I will try to add to that amount none-the-less.
I will not interrupt any pre-existing accommodations set-up by Carver. I might add a classroom
morning meeting if I am doing a lesson to start the day.
Modifications and Adaptations:
When teaching lessons I will not ask students to picture the beach or picture an amusement park.
This will most likely only confuse them. They all know South Carolina or at least Greenville quite well.
Due to this I will utilize close locations if doing an activity that requires prior knowledge geographically.
Also word problems that deal with the students favorite football teams will help students assimilate
better to the problem in question.
Because of the cultural backgrounds I will try and link non-social studies lessons with cultural
backgrounds of the European, African-American, and Mexican-American children. I will do this through
read-aloud activities. This will help the minorities peers gain some level of cultural understanding of
them. I will not interrupt any pre-existing accommodations set-up by Carver. I might add a classroom
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morning meeting if I am doing a lesson to start the day. To accommodate the students that are below
level readers or struggling I will try to involve literacy skills with any subject I teach. This crosscurricular connection will benefit both their fluency and the knowledge they have of the subject being
taught. I will try not to utilize any prior experiences that the students do not have, in order to avoid
alienating them from the lesson. Based on the students interest in singing, art, and physical education; I
will try and take them outside for a science lesson a couple of times during the fall semester as well as use
Ms. Carvers song collection. The students already do a lot of drawing and coloring, but I will try to add
to that amount none-the-less.
Classroom Morale:
The students bring an eagerness to learn. Ms. Carver has created a very fun welcoming
environment. For assessments I will use mainly informal because the assessments will be observation
based, but quizzes, tests, and projects will be utilized. The general attitude in the class everyday is happy.
The students mostly come from nuclear family households. The students are almost always in a good
mood. They bring this positive eager attitude into almost most lessons. This will provides for a very
productive environment.