Demographics of 10th grade class graph

The following graphs contain information pertaining to the demographics of the class that was a part of the World Geography classes throughout student teaching and highlights competency number 4, reflecting upon diversity of student populations in student teaching placement. They highlight the basic makeup of those that made up each individual period. Achievement wise, the advanced period was extremely small, while the general achievement periods were twice the advanced period's size. This instructor had spent her childhood in a rural county, but not one with these demographics. This instructor also realized it had been a while since she had lived in a rural county; her more recent experience was in the city. This instructor's background and limited exposure of New Kent community or background was something to keep in mind throughout the entire experience. Places around the county were visited in my free time, and an attempt to learn about local history and folktales were a favorite conversation piece between faculty, staff, students, and I. In order to try to introduce students that seemed limited in their exposure to certain aspects of diversity, this instructor attempted to include movies, facts about food, and props to show students new things, and help them see diversity's impact on their own life.

Latin America Plan Rationale Adjustment -- Student Thank You Letter -- Cupcakes

The following artifacts are examples of competency number 19, building positive rapport with and among students, fostering an environment that values and encourages respect for diversity. The Latin America plan readjustments, due to student interaction and environment, changed the focus of the unit and lessons to understanding migration, and immigrants in more depth on both a factual and personal level. Its purpose was to also help build an inclusive and responsive classroom by modeling a professional demeanor and attitude to the students through curriculum and instruction. The student's personal end of program letter reflects an ability to interact effectively with individuals to understand their background and personality, as well as, to model fairness, active listening, and respect. The cupcake photo represents just a bit of the amount of food students brought in at the end of the program communicating enthusiasm, encouragement, and support had been shown on this instructors part. This instructor was also very happy to share, ending up with an overall very positive classroom environment.

The following student observation and intervention provides an example of competency number 29, cooperating, collaborating, and fostering relationships with families and other members of the community. Notice of a struggling student called for an initiation of a student observation in order to take and record a closer look at student behavior. After recording a class period of student activity, meeting with special school personal in Special Ed and Administration were contacted and shown the observation. Ideas were shared, including my own ideas from the School of Education, and implemented. The ideas centered around trying to understand the student and his own understandings of social interaction and American culture. The ideas were formulated into an official lesson plan accommodation and then reflected upon. Lack of success lead to suggesting more specialty expertise, as well as interacting effectively and responsively with the student's family to support his further learning.

The following unit project are an example of competency number 10, to provide for individual differences. In order to motivate students about European culture, I decided to use myths and legends, something popular in modern cinema and constantly in art, as the topic for the project. The myth project itself was a combination of reading, writing, and artistic interpretation skills. It was designed, however, to differentiate for many separate facets of the student body. A selection of different myths/legends was chosen to represent heritages majorly represent in my classroom from Europe, just as German and English/Irish. A unique selection of myths provided "easy" to "hard" reading selections for students with differing reading levels. Student's artistic interpretations could range from videos, songs, word art, comic strips, drawings, paintings, photos, and more (they also had the opportunity to O.K. another idea with me if they wanted). A rubric was created and included for students to understand the grading procedure. The instructions, rubric, and annotation of the myth were all reviewed and completed in class. At the end of this lesson, students were given an exit ticket in order to highlight any missed information or concerns before they were to take it home for the long term the following day (after my review of the completed exit tickets).