Context for Learning Description of School and Students

About the School Where You Are Observing or doing Field Experience

School Name and City: Manhattan Jr. High

Type of School: Middle School  

Setting: Rural

Write your responses to the three questions below in paragraph form.

1.      List any special features of the school or classroom setting (e.g., themed magnet, classroom aide, bilingual, co-taught with a special education teacher, pull-out program).

I am aiding in a middle school band room. There are 20 students who meet every day to practice. There is no aid, just one director. This is usually before and after school so there are no pull outs. The general music class during the day has anywhere between 10-15 students. It is also taught by one teacher.

2.      Describe any district, school, or cooperating teacher requirements or expectations that affects the planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.

The teacher required to follow the Illinois State Standards for Fine Arts. The teacher also has to manage the students, parents, and school officials expectations. There are no standardized tests.

3.    For special education only: List any educators with specialized expertise in the school/district (e.g., specific disabilities, subject-specific pedagogy, English language development, speech therapists).

About the Students in this Class [Give a brief or one word response]

1.    Estimated percentage of students eligible for free/reduced lunch:

2.    Grade level(s): 6-8^th grade

3.    Number of

a.    students in the class: 15-20(depends on class I observe 3)

b.    males: 7-10

females: 8-10(depends on class I observe 3)

c.    English language learners: 0

d.    students identified as gifted and talented: 0

e.    students with Individualized Education Programs (IEPs) or 504 plans: 0

4.    Complete the chart below to summarize required accommodations or modifications for students receiving special education services and/or students who are gifted and talented as they will affect instruction. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.

Special Education Category	Number of Students	Accommodations, Modifications, and/or Pertinent IEP Goals
Example: Learning Disability	Example: 4	Example: Close monitoring, follow up, and Resource Room

About the Class You Observed

1.    How much time is devoted each day to instruction in the classroom? Describe the class periods (if applicable)? Choose a content area of your specialty or major. How much time is devoted to teaching that subject?

               Almost all of the class period is devoted to instruction. The students come in and collect a handout. They then sit down and the teacher explains the lesson of the day.

3.      Is there any ability grouping or tracking? If so, please describe how it affects your class.

No

3.    Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.

                             

Middle School General Music: The Best Part of Your Day, Edition 2

4.      List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class.

Smartboard, online resources, some musical instruments(recorders, marimbas)

5.      What do you know about what your students know, what can they do, and what are they learning to do? What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?

In the beginning band class that I am observing, they have just started with music. They really do not know anything about music or their instrument. They are learning everything brand new. Since I live in the same town as these students I know how there rural life is. Most of them start their day in band and then go to the elementary school. Most of them are interested in music, sports and arts. They are very excited to start learning their instrument and to start being involved in music.

  

6.      Describe one teaching event. What best practices in teaching were used?

My cooperating teacher has been taking advantage of having another musical person in the room. So last week she split the band into three parts, woodwinds, percussion, and brass. The teacher let me take the brass students and work on parts of this simple song that the students are learning. Splitting allowed for me to answer more questions and to let students feel more comfortable asking a question.