Académique Documents
Professionnel Documents
Culture Documents
Hannah Miller
Regent University
Introduction
Every grade is different and has a unique perspective. From their age and ability to their
cultural background, children need instruction that is tailored to suit their needs in order to be
successful. Children grow and develop rapidly throughout their elementary school years. In
kindergarten, students are just beginning to learn how to hold a pencil and sit through a lesson.
By the time they reach fifth grade, children are asking high level questions and learning how to
think critically and express their personal thoughts and opinions. In addition to age, cultural
background influences how students learn. For example, students from a lower socio-economic
background are less likely to visit museums or have access to technology that could supplement
For my first artifacts I selected two math lesson plans that I wrote and taught. The first
lesson plan was created for my fifth grade classes. In this lesson I was teaching volume to my
core class and my gifted cluster class at Corporate Landing Elementary. These students were
capable of doing independent work without much need for help. In addition, they were able to do
activities in pairs and come up with predictions and higher level thinking using their previous
knowledge. They took notes, watched videos, and completed an independent activity and desk
work during a single lesson. The second lesson plan was created for my kindergarten class at
Atlantic Shores Christian School. This lesson plan is much shorter because the students cannot
sit still and focus for long periods of time. The activity listed in it was also completed on a
separate day because completing the worksheet took much longer than anticipated. These
students get bored quickly and need more repetition and review. Fifth graders and
kindergarteners require very different styles of instruction. The older students have more
APPROPRIATE INSTRUCTION 3
endurance and are more capable of completing work independently. The young students need
constant redirection and can only really focus on one thing at a time. Their attention span is
For my second artifact I chose my Student Diversity Report from my first placement.
This report shows the socio-economic backgrounds, ethnicities, and special needs that my
students had. The majority of my students were on a free breakfast/lunch plan. Many of them
lived in a nearby trailer park with grandparents or single parents. Of the 46 students, 18 were
Caucasian, while the rest were of different ethnic backgrounds. This meant that my background
growing up was very different from my students. Therefore, I needed to readjust some of my
measurement, many students did not know what a recliner was and could not figure out how they
would measure it. One student did not know what a loaf of bread was. I also had a couple deaf
students. Therefore, I had to make sure that I was facing the students when speaking, I had to
keep my pace a little slower to give the interpreter time to sign, and I had to have extra materials
available for the interpreters and the Teacher of the Deaf to use.
Teachers know that all students have different cognitive abilities and therefore have
different learning styles. However, many teachers do not think about how a child’s
developmental level can affect their learning. My classes at Regent have shown me how
appropriate for that child and their abilities. As children grow, they develop not just physically,
grow along these developmental pathways and they learn, in large part, through interacting with
APPROPRIATE INSTRUCTION 4
caretakers in reasonably good environments" (Comer, 2005, pg. 758). Creating the appropriate
environment and developing relationships with students where they feel safe is the beginning of
good teaching practices. Students of all ages learn from both their peers and their teachers.
Therefore, they need to have the space to interact with each other as well as structure to keep
Kindergarten aged children need to play and take risks in safe environments. It is at this
age when they are learning their limits. They are navigating friendships and recognizing that they
can make both good and bad choices. They are developing fine motor skills at this age. In my
kindergarten classroom I have noticed how influenced by their peers my students are. In keeping
with typical development, my students do “Want [my] approval and to be taken seriously; may
throw a tantrum or get angry if they think they’re not being listened to” (Morin, n.d.). My fifth
grade students were much more independent and less needy. “Typical developmental milestones
at these ages often revolve around a child’s changing body, the need for independence and a
desire to be accepted by peers” (Morin, n.d.). Students at the fifth grade level had more complex
friendships and formed their own opinions. They understood that their actions had consequences
I think that the curriculum used at the kindergarten level at ASCS is a little too intensive
for the developmental stage the students are in. While we do try to build in free play time and
plenty of active activities, the students are still doing work at a first grade level. “Oppressive
seatwork, worksheets, etc. will never take the place of the nurturing, warm environment
Christensen, & Kilgo, 2012, pg. 409). Much of this academic rigor is influenced by parent
expectations. Within the private school parents are much more involved in their student’s
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academic success. They want consistent updates, are present in the classroom, and do work at
home with their students. In the public school, my parents were often not present in the home or
engaged with their students to the same level. These cultural and socio-economic differences
need to be recognized in order to reach the students and get them to do their best.
practice. Young students need to be taught differently than older students. They do not have the
same background knowledge or endurance. Kindergartners need short lessons and plenty of play
time. Older students can learn through longer lesson and independent practice. In addition,
recognizing and understanding the students’ cultural background influences best teaching
practices. This knowledge can be used to create a classroom environment that works for every
References
Comer, J. P. (2005). Child and adolescent development: The critical missing focus in school
Kohler, M., Christensen, L., & Kilgo, J. (2012). Among the periodicals: Developmentally
doi:10.1080/00094056.2012.741494
https://www.understood.org/en/learning-attention-issues/signs-symptoms/developmental-
milestones/developmental-milestones-for-typical-kindergarteners