Amani Cox

429 Teacher Work Sample

Lander University Teacher Education
Contextual Factors-LO 1.3
Non-Instructional Routines- LO 2.9 (APS 9)
Classroom Factors: Academic Enrichment 9-12: As a prerequisite for this course, students must have
the recommendation of the IEP committee. Students work on an individualized basis to accomplish
goals and objectives set forth in the student's Individualized Education Plan (IEP). Emphasis is placed
on skills necessary to pass End-of-Course Exams, their general education classes, and independent
living skills. Academic Enrichment is available each semester of high school. Curriculum areas year
include reading, writing, math, and transition skills.
Physical Features: The classroom is colorful and engaging. There are motivating academic posters
displayed around the room and also an area for student work and achievements. There are a row of
computers in back of the classroom that are used for assignments and free time. The there is a walkway
between the students desks to allow the teacher to effectively navigate throughout the classroom. Their
desks are at an angle where they are all able to see the board easily. Their desks are also away from the
door as there are many distractions that occur as students are transitioning between classes. There are
two windows in the classroom. There are shades to pull down on the windows being that what is
occurring outside can also be a distraction to the students. The teachers desk is away from the students.
Availability of Technology: Computers are located in the back of the classroom for student research
and are available for student use during free time. A class set of iPads may also be rented for student
use from the library. The Promethean Board will be used during the instruction of lessons, for
displaying videos and movies, and as needed for activities. Tape Recorder and headphones are
available for students to aide them during lessons and assignments.
Resources: There are a variety of resources allotted for students within the classroom. Classroom
reading books are available for students to read as they complete their work. A class set of HSAP ELA
and Math books and workbooks are available for students to use when they are in need of extra help on
assignments. Videotapes, DVSs, and learning kits/games are also accessible.
Parental Involvement: To keep in close contact with my students parents, I will take on a variety of
methods. Parent progress reports are sent every 4 weeks. Grade reports are sent home every 2 weeks
for parent signature. There will be Parent-Teacher conferences and regularly scheduled IEP Meetings.
Parents will receive calendars of upcoming IEP meetings and reminders as the dates approach. They
will also receive a calendar stating the materials and units that are being taught in the classroom.
Students within households with parents who speak a different language will be sent an alternative
version of the calendars in their native language. During these meetings, I will meet with the parent
and/or along with the Multi-displinary team to discuss academic progress, classroom achievements,
accommodations, and concerns I may be having regarding behavior in the classroom. If a parent is not
physically able to attend conferences, phone sessions will be arranged. I will also be open to the option
of addressing the parent by email, if necessary. Telephone and email conference sessions will cover the

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same material. An IEP meeting absence will be recoded and documented, but an in class meeting can
be conducted at the parents digression.
Classroom Rules and Routines: At the beginning of the school year, the classroom rules will be
presented and discussed. Students will critique a set of standard, basic set of rules and make any
necessary, appropriate changes or additions. They decided which rules will be enforced for the rest of
the school year. Rules will be brief, simple, and easily remembered to guide student behavior. There
will be a discussion to set expectations, clarify and model appropriate, and inappropriate behaviors
within the classroom.
Basic Rules
IDs at ALL times.
Be Respectful to EVERYONE at ALL times.
Be on TIME.
Come PREPARED to learn each day.
NO SLEEPING
Consequences: Each consequence is dependent on the rule broken and severity.
Verbal warning
Detention with teacher
Phone call/ e-mail home
Referral to grade level principal for immediate disciplinary action.
*A parent teacher conference will be scheduled if necessary.
Procedures for managing non-instructional events:
1) Students are to enter the classroom, wearing their IDs quickly and quietly. They are to place
down their belongings and take out the necessary materials to begin the lesson.
2) After receiving instruction, students are to begin their assignments either one-on-one,
independently, or in their small groups.
3) Students are allowed to sharpen pencils during class. If it becomes a disturbance, the privilege
will be revoked.
4) Students do not have to raise their hands to get up from their seats, to get supplies, etc. They
may retrieve them as needed.
5) Students are allowed to talk quietly during independent, out-of-class, assignments. If the
students begin talking too loudly, they will be given a verbal warning signaling them to quiet
down.
6) Students are allowed 2 restroom passes each 4 weeks (the third or more require a 15 minute
detention). They may not go during first or last 20 minutes of class. They also may not go
during direct instruction.
7) When students turn in assignments, students will place assignments in basket near the teacher's
desk.
8) If students finish their work early, they will complete missed assignments or complete work
from their other classes
9) When transitioning to and from their general education classrooms, students should quietly put
their materials away and exit the classroom without disturbing their peers.

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Grouping patterns: There will be minimum large group activities. Students will engage in small group
activities or one to one instruction. Students requiring additional help will be receive more one to one
instruction. Groups will be assigned based on academic ability, but will include students on various
ranges to provide opportunities for peer teaching and tutoring. Students will also be able build social
skills by vocalizing their methods and strategies for addressing topics, as well as their peers methods
and strategies, in their assigned groups. Students will learn to retain and appreciate their own and each
others language, heritage, and others ideas. In some activities, students will have to work together
unanimously to solve and complete activities building teamwork.
Scheduling: This course varies from student to student depending their IEP. Each 60-minute class
period is set up as follows:
30 minutes: Work for other classes, question time, or reading time
60 minutes: Direct Instruction: Reading, Math, and Writing Skills
Classroom arrangement: Students will have the freedom to choose their seats in the classroom. If
there are disruptive or inappropriate behaviors resulting from this, assigned seats will be given.
Student Characteristics: The students abilities and developmental levels vary greatly. Each
Individual Education Plan (IEP) explains the individual needs of the student. Most of the students are
academically below their peers and need extra help in order to function in the general education
classroom. Some have been removed from the self-contained classroom by their parents and are four
or more grade levels below their peers. Some students are fine academically, but struggle with
emotional or behavioral issues and need strategies in order to succeed. A few students are gifted and
currently are taking honors level classes, but need resource help in order to be successful.
Student Birthday

Race

Language

05/06/99

African-American

English

02/02/99

African-American

English

10/16/98

Hispanic

English, Spanish

07/28/99

African-American

English

02/12/99

Caucasian

English

03/19/99

African-American

English

03/16/98

Hispanic

English, Spanish

03/23/99

Caucasian

English

05/22/98

African-American

English

01/19/98

Caucasian

English

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Student Interests: There are a lot of similarities and differences between the students. They all
enjoy music. Their favorite genres vary from rap, R&B, pop, Mexican dance, country, and rock.
Some students are members of the high school band and a few play instruments as a hobby. The
majority of the boys are into sports including football, basketball, baseball, and soccer. They also
enjoy playing video games and watching TV after school. Some students are into art (drawing,
painting, etc.) and dancing. Some of their favorite places to eat include Zaxby's, Fatz, Mexican
restaurants, Pizza restaurants. There is a student in the class who has a daughter and enjoys being
a mom outside of school.
Culture: Most of the students are socially on level with their peers. Most of the students come
from lower working class or welfare families. Some of these students hold jobs outside of class
in order to help support their families.
The cultural make-up of the classes includes African-American, European American, and
Hispanic students. Their cultural and social backgrounds vary greatly. There will not be a
specific profile set for my students because of the variety of cultures, values, customs, and
languages. I will attempt to bridge and embrace their differences so my students do not lose their
sense of identity.
Values: Values determine how one should behave. If a student does not know what should be
expected of them, they will not understand what appropriate behavior is. I will teach and
model acceptable morals within my classroom so my students will be able to make positive
moral decisions in our classroom and in life. The classroom rules will be displayed and
followed. Students will respect their teacher, one another, their school, and their classroom.
Everyone will practice the golden rule and bullying will not be acceptable.
Language: For ELL (English Language Learners) students, I will integrate other languages
within the classroom. Students will be provided visuals and allotted more wait time. I will
also learn the basics of their language to help communicate more efficiently within the
classroom.
Morals: We will engage in open discussions to address different customs. We will also
discuss proper attitudes and discipline being that this may vary in different cultures. I will
also inform myself about different practices to avoid misrepresentation.
Learning styles present: Many of the students need one-on-one attention. They benefit from
hearing their work read to them or using machines, like the IPAD, to read to them. Each student
has unique learning styles. They recognize what works best for them and, with guidance,
strategies are developed in order to help them be successful in their academic enrichment class as
well as their other classes. The students have a variety of needs, i.e. self-concept, social,
emotional and behavioral, that must be met before they can be successfully academically.
Instructional Implications: Being that my students have a variety of needs and

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accommodations, differentiated instruction will be implemented in my teaching so students are
given options for taking in information and making sense of ideas. There will be flexible
methods of presentation, expression and engagement. Lessons taught in class will be adjusted as
needed to better relate to the students.
Every student is responsible for their own learning. There will be opportunities for group
activities but the majority of assignments completed in class will be done independently.
Students would be assigned to desks based on behavior and need. I would be rotating throughout
the classroom helping students. Students who require additional assistance will be placed at the
front of the classroom. Students that may be a distraction to other students, within the classroom,
will be placed accordingly. It is important for students to understand and follow directions using
this method of teaching. Students disabilities can interfere with this process. Students may not
follow directions correctly, become lost during lessons, and fall behind with the rest of the class.
Every student in the class should actively participate in the lessons by answering on signal and
following directions.
Knowing this information is important to know as a teacher because contextual factors play an
important role in classroom management. Socioeconomic factors, including parent educational
levels and family income, determines a students background and can shadow light on negative
and inappropriate behaviors in the classroom. Knowing the different cultures, ethnicities, and
values of each student can prevent stereotyping and bulling building a safe and welcoming
classroom environment. There are Hispanic students in the classroom. Most fluently speak
English, but comes from households where Spanish is the dominant language. This affects their
writing. I would need to provide more one on one attention to them so that they can understand
the components of writing in Standard English. I would also need to be mindful of their culture
so that I do not offend them in any way.
The demographics of the classroom can affect classroom management as well. An overly
decorated classroom can be distracting to some students. The arrangements of desks can lead to
increased student interactions or negative behaviors. Also, knowing the characteristics of each
individual student can help teachers understand what methods will work for which students.
Some students are also early finishers. I would need to plan some type activity accommodate
them while the rest of the class continues to work. All of this information will guide me into
planning and teaching my lessons so that the needs of all of my students are met accordingly.
Modifications/adaptations: There are students within the classroom that speak two languages
(Spanish and English). They are able to speak English fluently but struggle with written
language. Those students will be provided a copy of the classroom notes as a guide to use, but
only if they continue to take notes in class. There notes will be reviewed to determine if they are
successfully attempting to take notes on their own. Early finishers will be allowed to work on
assignments from their other classes. Simplified assignments will be given to students who work

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slower than their peers. Their work will cover the same materials, but in a modified form.
Students will have access to computers and iPad for assistive technology. Information and
reminders will be repeated for students who struggle with following directions.