Table 1.

2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics
Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.
Previously demonstrated
academic performance/
ability:
% Above standard _36%_
% Meets standard _45%_
% Below standard _9%_
Social Characteristics
- Including emotional,
attitudinal, motivational, etc.

Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.

Specific Descriptions
This class is one of my brightest. They ask questions and there are great discussions held with everyone. They can
lack in readiness, but that is normal for all my classes. Some days are better than others. There is one student in this
class who has an IEP but there is nothing that holds her back. She asks questions and answers them for others if
needed. Most of the students in this class are at a high developmental level. There is one specific student who can
have issues, at times, wrapping her mind around some of the concepts.
The grades in this class are fairly high. A majority of students meet standards or higher for American Government. At
the beginning of the year, it seemed like some of the students did not care about their grade or otherwise. As the year
has gone on, these students have gotten better. These percentages have risen over the course of the year up to this
point. I am sure it will go further up as the rest of the year goes, and the students work ethic continues to be high.
There is a specific student who can have an absolutely horrible attitude. You can tell when she walks into the room
that it is not going to be a good day. If she is having a good day, she will ask questions and comments on discussions.
This class does not seem to be particularly emotional but that does not mean a lot. This school is based on going to
class and that is it. I have seen some emotion. However, it has not been in a classroom. It has been on the field,
hallway, etc. There have been times where I have to call them back together, but motivation is not a huge problem.
There is a group that tend to talk continuously throughout class but they get their work done and understand the rules.
I let them talk, for the most part. A teacher needs to pick their battles wisely.
I feel like this class is possibly the most diverse I have, personality wise. A majority of them are friends but this is a
small town. They have known each other since they were in preschool, if not before. Each has come from a different
background that has an effect on them, whether they want it to or not. There are only 11 students in the class. It is a
very female driven class, since there is only one boy. The town is tight knit and religious in nature. This is reflected in
the values most of the students have.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
I know that I will be able to get through a section of notes a day. On the flip side of that, I will have to reward them with assignments/points to make
the tedious lectures worth it. This is a class that I will be able to relate to. There are several students in this class that are extremely hard workers.
They do their work thoroughly and on time. It seems that this class is diverse but this will prove to be an asset. Already they have shown that they can
work together despite their differences on projects, papers, or on something as simple as answering each other questions. Since there are such a wide
variety of backgrounds, there will be a lot of great discussions. Everyone will be able to put their ideas in and it will be an atmosphere of engaging
intelligent conversation.

Pittsburg State University

Teacher Work Sample