Whittier Elementary is located in the neighborhood directly behind Salt Lake Community College and is considered an inner city school. Having the community college so close to the school is beneficial for both the teachers and students of Whittier Elementary because the Community College has a library that the students and faculty of Whittier have access too. The science department of this library also has telescopes that students can sign out and bring home for a few nights. Many of the students live close to the school and bike or walk to school, oftentimes without a parent. There is a lot of culture and racial diversity among the members of this community, but not a whole lot of socioeconomic diversity among this population. Most students come from single parent households or a family where only one parent provides the family’s income.
The School Community
The hallways at Whittier can oftentimes be chaotic. The school does not have consistent expectations as to what behavior should look like in the halls. In the lower grades the hallways are mostly loud and unorganized during any transitional times. Students are not held to any expectation of walking in a line quietly down the hall. It seems that many students interpret transitional time as social time and are more inclined to chat with friends than to listen to directions. Whittier Elementary has a program called Play Works, where there is an adult who comes and teaches the students games and ways to include everyone during times like recess or any other physical education. This program helps get everyone involved and playing during recess which helps the students make connections with each other and learn valuable skills like how to include everyone who wants to join in on the activity. There is a dress code at Whittier- every student will wear red, white, blue, black or khaki. Most students follow the dress code-- about ⅔ of the school population. The other ⅓ of students do not follow this dress code and there is no discipline for not following the dress code because most faculty members do not enforce this dress corde. The dress code is so relaxed that I did not notice there was a dress code until the end of my first week in this placement when I asked my mentor teacher and she confirmed. The faculty room at Whittier is mostly empty the entire day. A lot of the teachers meet in one classroom to eat together but do not ever venture to the faculty to room to eat lunch. Many of the conversations I heard while at Whittier were about the COVID-19 virus that was beginning to make its way to the United States and a lot of the educators were feeling uneasy that we did not have an action plan ready to go for when the virus hit Utah. There were also many discussions amongst the lower grade teachers about the lack of substitutes and support for teachers who needed to take medical leaves. There were many days that substitutes did not show or they could not find a substitute and those classes were going to be without a teacher for the day. Sometimes the class without their teacher would be split into two groups and go to two different teachers for the day. Other times the entire class would travel together from one class to the next, doing one subject with one class and then moving to the next classroom to work on the next subject. This was really stressful for the teachers who were taking on extra students because it would double their class size, making behavior management really tricky and it was extra hard to differentiate for all the different levels of learners in the classroom. This became a big topic of discussion for many teachers and faculty members.
The Classroom Community
The socioeconomic status in our classroom is a little more diverse than that of the rest of the school. Over half of the students in our second grade classroom have at least one parent who works at the University of Utah. About half of those parents have a lab and are scientists, the others work as professors and teach various different classes. The behavior in this classroom is very mild and easy to manage, especially compared to other second grade classes in the school. I believe this is due to the fact that this classroom has had their teacher in school everyday whereas the other second grade classrooms have had many substitute teachers this year. The social groups are not so obvious while in their classroom as they are in other environments like on the playground or in the cafeteria. Many of the groups are organized based on sexual orientation; boys hang with boys and girls hang with girls. There is one friendship that I have noticed in particular between a boy and girl but they are definitely part of the minority in this classroom. The entire class is made of students with exceptionalities because it is a gifted and talented classroom. The interesting thing about that is that this class is exceptional compared to the rest of their grade, but they are normal within the classroom. There are two students who have accommodations made based on their behavior. One student is on a Behavior Contract due to his struggle to understand and provide personal space between him and his classmates. This student also struggles in partner or group settings to work effectively with other students when there is a disagreement. As a result, when groups are made for academic tasks, the teacher assigns the groups to ensure he is with a set of students that will provide the best learning environment for the entire group. The other student who has behavior accommodations is a student who struggles to stay focused during instruction and independent work time. The distraction is caused more so by his imagination than by his proximity to others so his desk is always placed closer to the front where the teacher can gain his attention easier and more discreetly. The majority of the students in this class are very independent and individualistic learners. For some students, this comes in the form of always raising their hand and answering as many of the questions as possible whole group instruction, and for others it means staying quiet during instruction and tuning out a little because they feel like they already understand the topic being discussed. Many, if not all, the students in the class feel a sense of competitiveness while learning. This competitiveness is towards both themselves while pushing themselves to do better on assignments as well as against others in the class. This can be good and bad as it creates an environment where the students are pushing each other to do better and try harder but also can create an environment with a lot of pressure where students don’t feel comfortable making mistakes. The overall classroom design is organized and creates a peaceful and artistic environment. There are many posters, students' artwork, charts, and quotes hung on the walls, but not too much that it feels crowded. One of the walls in the classroom is painted yellow which makes the classroom feel bright and energetic. The desks are frequently moved depending on the learning activity students are participating in. Moving the desks allows for greater accessibility by creating tablespaces for students to work on. Learning about the context of the student population I am instructing will help to inform my decision when designing my unit because I know my audience better now. Knowing how to group this population of students will allow for instruction to go smoother as I can arrange students into groups I know can work together. I also know now that when I introduce assignments such as the pre-test I will need to be extra careful that I assure students there is no need to stress about this because it will not affect their grade but instead help me to provide better instruction for them.