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Context Options The Class as a Whole Variables Class Overview based on observations and data My students are all

l unique in different ways because we come from different backgrounds, yet we all Individual differences Oakes/Lipton (174-178) come together to use our individual gifts and talents to create a classroom. Levine (299-302, 321-327) Cognitive and Neurodevelopmental differences Bridging(161-166) Oakes/Lipton (170 - 172) Levine (246+ & Table of
Neurodevelopmental Constructs)

My students are all learning the same information, just some of us learn in different ways. I know that as a teacher, my learning style differs from my students. I learn best in quiet environments where things are straightforward and clear. I share this learning with a couple of my students as well.

Learning style differences Levine (27-50)

Auditory, visual, kinesthetic, creativity, collaborative learning. I personally love to teach with kinesthetic, visual, auditory and artistic and creative learning. My students seems to learn extremely well with these teaching styles as well.

Students with disabilitiesIDEA Bridging(156-162) Oakes/Lipton (295-6 &303ff)

Some of my students struggle with ADHD, ADD and autism spectrum disorder. But this doesnt mean that they are less gifted and able as the other students. This might just mean that they need to learn things a little differently, I can relate to this because of my own personal resolves. I struggled with learning disabilities and would take a lot longer to learn things and catch onto things then my peers, but this didnt hinder me.

Gifted Students Bridging(162-166) Oakes/Lipton (295, 302-327) Social Class differences Bridging(185-210) Oakes/Lipton (9-25) Levine (225-244) Ethnic & Racial differences Bridging(103-121)
Oakes/Lipton (55-65, 94-104)

No gifted students within my class.

All of my students come from upper to middle class homes. I personally grew up in a similar situtation as these students. I grew up in a Christian home, where both of my parents worked and we were in middle class. All of my students come from different ethnic/racial backgrounds, but a majority of students are from Caucasian families.

Gender differences Bridging(212-224) Oakes/Lipton (277-278)

The male ratio is more dominant than the female ration.

Language differences Bridging(125-153) Oakes/Lipton (197-202)

Mostly all communication is in English, but some students come from different cultural backgrounds. I have personally grown up in a home that speaks fluently in English so this is what I was used to in school.