Contextual Factors In The Classroom

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As discussed in my contextual factors, the school where I am clinical teaching is comprised of over 90% economically disadvantaged children. In addition, as previously mentioned, the particular classroom I co-teach in consists of the gifted and talented cluster for the entire second grade. Consequently, this class is made up of students who are average or above average learners. For that reason, as I made instructional decisions, I wanted to set the expectations slightly higher. On the other hand, as a result of being an at-risk school, several of the students in the class present behavioral issues that continuously interfere with classroom instruction. Additionally, because of the low socioeconomic status of many of the students, some instruction had to be modified to accommodate the scarceness of ordinary school supplies as a whole class. …show more content…
First of all, not all students had access to a working pair of scissors; therefore, they had to share or I and the co-teacher had to come around the room and do the cutting. Secondly, not all students possessed a bottle of school glue. As a result, the co-teacher and I had to take time to place glue each foldable. These two time consuming interruptions created a moment where I had to decide to omit the details from the each term. In addition, the students would not have the time to create a drawing of the entire water cycle on the middle of the inside; therefore, I had to tell them they could do that in their free time. I made this decision on the fact that 95% percent of the students had not completed the definition and illustration portions of the foldable. Also, I did not want to not be able to complete the formative assessment for that day. Fortunately, the students were still able to excel on the formative assessment pertaining to the day’s

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