Teachers Value the Cultural, Social and Intellectual Funds that Students Bring to School
Teachers accept and value what children bring to school. Teachers scaffold learning by using students’ prior knowledge, prior life experiences, personal life goals, role models, values, and talents.
Case Study Project
Fact of the matter is, some students struggle in school. The challenge for me, as an educator, then arises; how can I utilize students’ prior knowledge, experiences, talents, and values to overcome these challenges? Through an eight weeklong case study, I closely followed the behavior and learning of a student that I found to be on the borderline of succeeding and failing. It was my hope that I could truly understand who Chloe was to assist her is bettering her behavior and improving her work and participation in class.
From day one to the final day of observation, I witnessed growth and setbacks in the behavior and academic performance of Chloe. Ultimately, however, I was pleased to see overall growth by the end of the case study. By utilizing the prior experiences, knowledge, talents, and values of Chloe, I developed and implemented strategies of seat changes and differentiated instruction that helped her to succeed in class in both her behavior and her academics.
From day one to the final day of observation, I witnessed growth and setbacks in the behavior and academic performance of Chloe. Ultimately, however, I was pleased to see overall growth by the end of the case study. By utilizing the prior experiences, knowledge, talents, and values of Chloe, I developed and implemented strategies of seat changes and differentiated instruction that helped her to succeed in class in both her behavior and her academics.
Case Study Write-Up Steps 1-4
te_803_-_student_case_study.pdf | |
File Size: | 91 kb |
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Marking Period 3 - Grades, Citizenship, and Comments
KWL Chart and Map
Understanding growth of students over a course of time is vital for both the students as a learner and me as a teacher. To see any progress of the past ten weeks, I first needed to see the level that students were at prior to learning the unit on African geography. Providing students with a KWL chart and a blank map of Africa to fill out, based on their previous knowledge, gave me a base of student knowledge. At the end of the marking period, I handed back the KWL chart and map and asked students to fill out the ‘L’ section, what they learned, and to fill out more of the map in a different color pen.
By closely examining the KWL charts and maps, at both the beginning of the marking period and at the end, I saw substantial growth in the students’ knowledge of African geography. Not only did I see growth, but I also noticed students that did not progress as much as I would have liked. While this was not the only indicator of student growth throughout the marking period, it was beneficial to see the great amount of knowledge that students gained these past ten weeks.
By closely examining the KWL charts and maps, at both the beginning of the marking period and at the end, I saw substantial growth in the students’ knowledge of African geography. Not only did I see growth, but I also noticed students that did not progress as much as I would have liked. While this was not the only indicator of student growth throughout the marking period, it was beneficial to see the great amount of knowledge that students gained these past ten weeks.
KWL Chart and Map Worksheet
kwlchart.pdf | |
File Size: | 20 kb |
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outline_map_of_africa.pdf | |
File Size: | 554 kb |
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Homework Club
The after school program, Homework Club, is not new to Walnut Creek Middle School; however, to ensure that it continues to be an important part of student academic growth, there must be a staff leader. I took the opportunity of being Homework Club’s staff leader for a few different reasons. First, my role of a teacher is to educate and to ensure that students are learning to their fullest potential. By providing a set time, twice a week, after school, I provided students the opportunity to gain tutoring help on assignments and material they may be struggling with. In addition to this, Homework Club provided me with the chance to meet and interact with students that are not part of my daily classes. By doing so, I built connections with students and played a more active and visible role in the school community.
While my time at Homework Club is done, I am certain that it will remain a staple to the after school programming at Walnut Creek Middle School. I am certain of this because I understand the importance for students of interacting and learning from a teacher that may not be their own, in a time of quite study outside of the school hours each week. Many students do not get the necessary time to complete assignments in class, or they may need a little extra help after school ends. I am happy to say that, I have assisted students with their needs each week this year.
While my time at Homework Club is done, I am certain that it will remain a staple to the after school programming at Walnut Creek Middle School. I am certain of this because I understand the importance for students of interacting and learning from a teacher that may not be their own, in a time of quite study outside of the school hours each week. Many students do not get the necessary time to complete assignments in class, or they may need a little extra help after school ends. I am happy to say that, I have assisted students with their needs each week this year.
Homework Club Flyer
homework_club.pdf | |
File Size: | 87 kb |
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