Morgan Chambers

TWS 1 Contextual Factors

A. Classroom Factors
Physical Features- The physical features of the classroom consist of the shelves that hold the
materials, an art easel, 6 tables, the sink area, and Mrs. Cox desk. Adjacent to the door is a wall of
windows and the door that leads outside to the garden area. Under the windows is shelving that runs
from the door to the end of the wall that also holds materials. There is a large ellipse shaped rug that
sits in the middle of the classroom; this is where line time and small group lessons take place. The
classroom also has its own private bathroom for the students.
Technology- Technology is limited in the classroom based on the theories of Montessori education.
There are 3 school issued iPads that are use seldom by the students during work time, as well as a
computer that is used in compliance with the promethean board. The board is used just like the
iPads; seldom by the students and during work time.
Equipment- Directly to the right of the door is shelving for the cubbies that hold the students
belongings during the day. There are many shelving units throughout the classroom that contain
materials for lessons that the students work with on a daily basis. There are cabinets below and
above the sink area that hold cleaning supplies, craft supplies, learning manipulatives, and other
lessons that are put out on the shelves during certain times. Although not in the classroom, out in the
garden there are tools that the students use while working in the garden such as: shovels, racks,
wheel barrels, garden hose, etc.
Resources- The main resources that the students rely on are the shelf lessons. There are also various
posters and signs hung about the room that the students refer to when needed. Majority of these
posters are student made and used as a resource for spelling and other information. School wide
resources include: speech, behavior specialist, technology specialist, reading recovery coaches, and
a literacy coach.
Parental and community involvement- Parental involvement includes a weekly newsletter that is
sent home to the parents and notes sent home in their agendas by Mrs. Cox when needed. Students
also invite their family members into the classroom to watch them do lessons when the family
members are at school. (i.e. grandparents breakfast, math night, class parties, etc.) Community
involvement includes the local recreation department, YMCA, and other business that provide
programs for children in the community. The local Lions Club also sponsors the yearly vision
screenings at the school.
Classroom rules and routines- The school has school wide expectations for behavior and voice
level that are enforced in the classroom. Although there is not a consequence board (moving clips
for behavior, etc.) like traditional classroom in the school, the classroom does have a watching
chair that students go sit in and watch when they cannot follow instruction or need time to refocus.
When the student is ready to follow instruction they are allowed to come back to the line or go back
to working on his/her individual lessons.
Grouping patterns- Since majority of the time the students do not work in desk and most work is
done individually and self-paced, the grouping patterns of the classroom are not like that of a
traditional classroom. The students are grouped into two groups: 4s and 5s during small group
instruction. The areas of the classroom are also grouped into: language, sensorial, practical life,
math, and science/social studies. Small groups are pulled during work time for guided reading and
other instruction and these groups are determined be the students academic progress.
Class schedule- The daily schedule of Mrs. Cox class is as followed: 7:15-7:45 arrival, 7:45-8:00
unpack and letter work for 5s/4s begin lessons, 8:00-8:30 students eat breakfast, 8:00-10:20 work
time, 10:20-10:40 recess for 4s, 10:20-11:10 small group for 5s (4s begin small group after
recess), 11:15-11:45 activity, 11:45-12:15 line time/work time, 12:15-12:45 lunch, 12:45-2:15 line
time/work time, 2:15-2:40 recess, 2:45 dismissal.

Morgan Chambers

Classroom arrangement- Upon walking in to Mrs. Cox classroom one will find that directly to the
left is a teachers room that connects to an adjoining classroom and to the right is the language area
of the classroom and the students cubbies. Directly in front is the teachers desk. As one walks
farther into the classroom he/she will see that in the middle of the room is a large ellipse shaped rug
and to the right of the rug is the promethean board and computer set up along with the monthly
calendar. To the left of the rug is the sensorial and practical life area of the classroom. This area also
contains the art easel, majority of the tables, and the sink area. Directly in front is the wall of
windows where the math and integrated arts shelving is located. Along this wall is the door that
leads out into the garden and to the left of that door is the bathroom.

B. Student Characteristics There are 27 students in Mrs. Cox Primary Montessori class. Of those 27,
there are 14 five year olds and 13 four year olds, 3 of the 4 year olds are half-day and leave at 10:45.
Of the 27 students there are 3 ethnicities showcased in the classroom: Caucasian, African American,
and Hispanic.
Caucasian

African American

Hispanic

Total

Female
age 4

10

Female
age 5

Male
age 4

Male
age 5

Special assistance/IEPs- Out of the 27 students, 6 are in speech. All are pulled for speech therapy at
least once a week for about 30 minutes, and some are pulled twice a week. One four year old student
has cerebral palsy and is assisted by a shadow throughout the day. In addition to working with his
shadow, he attends physical therapy 3 times a week and speech once a week. The 2 Hispanic students
have ESOL plans to accommodate their needs, and 1 of the students also receives extra help from the
ESOL instructor in the afternoons on Tuesday and Thursday.
Skill level- Based on winter domine testing for the 5 year olds, 4 are above average on their reading
level, 3 are at target for this time in the year, and 7 are below the goal range for reading at this time
during the school year. The 4 year olds have been retested in their letter knowledge; 5 know 30 or more
letters, 2 know 15 or more letters, and 6 knew fewer than 15 letters. There is one 4 year old how is at an
end of kindergarten domine reading level. (level 2) Based on winter math map test scores for 5 year
olds, 12 students were either right below by 3-6 points or at target and 2 students exceeded target. Math
winter assessment have not been completed yet for 4 year olds at this time.
Cultural background- Laurens Elementary is a Title 1 school and of the 24 students who eat lunch at
school, 17 qualify for free or reduced lunch. One Hispanic child has one parent how can speak English,
and the other Hispanic students parents cannot speak any English.
Prior learning- Majority of the 5 year olds were in a Montessori environment last year and those who
were not were in some type of daycare environment. Majority of the 4 years old have had some
exposure to a daycare of educational environment, however for some of the students this year has been
their first time in a learning environment.

Morgan Chambers

Interest/learning style- All 14 five year interest of the students ranges from machinery and cars to
dolls and legos. All of the students had a great interest in animals, and especially like our class bird,
tweety. The students also had a great deal of interest in various sports as well. Many of the students
have an interest in research and writing and use the posters around the room to construct their own
books weekly. All of the students flourish with the kinesthetic learning environment in which the
Montessori classroom provides.

C. Instructional implicationsA) Student characteristics play a key role in the flow of the classroom and how lesson are taught. The
information about each students educational standing and personal interest play a factor into what area
they are pointed to the most. Since the Montessori Method of education is very individualized, the
needs of students on all different levels can be meet while still being in alliance with school and state
requirements. For example, if there is a student who needs extra practice on letter recognition he may
be working on that while another child is working on sentence structure. The use of small group
instruction helps as well, because it limits the number of students working with the teacher at one time,
which allows for more one on one time.
B) For my 2 Hispanic students having them close when giving instruction so they can hear and visually
connect with what we are learning about is important for them. Hands on materials and self-paced
lessons work well with these students, and Montessori education provides ample opportunity for both.
With all students working independently during work time, this allows for the teacher or assistant to
spend extra time working with students who need extra practice either because they are repeaters and/or
below average in a subject area. Small group instruction also works well for these students because they
are able to work with their peers who help them through lessons.
D. School and community factors- Laurens Elementary is a Title 1 school, meaning that it is in an area of
low income and the schools purpose is to help the students in this area reach the highest academic
achievement possible. Laurens Elementary offers several different types of learning environment for students
ranging from K4 to fifth grade. Aside from traditional style classrooms, Montessori classrooms are offered for
students from K4 to fifth grade, single gender classes are offered as a choice for parents of fourth graders. The
school encourages volunteering from both parents and community members to assist in the classrooms and
other activities that take place at the school. Laurens Elementary has partnerships with many local businesses
that sponsor the Terrific Kid program as well as the campus beautification project at the school.
.