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CONTEXTUAL FACTORS
School and Community Characteristics:
Centennial Middle school is located in Provo, Utah. Provo is a suburban area that
now has over 115,000 residents. Although the majority of the population is white,
twelve percent of the population comes from various ethnicities including a ten percent
Hispanic population. Provo City has a reputation for being somewhat conservative due
to the heavy religious tendencies of its residents. This somewhat conservative nature
does occasionally pose difficulties when designing curriculum, especially when deciding
which pieces of literature will be taught in the classroom. Provo has excellent
community resources available to teachers and students alike. One resource available
is the city library, which is open to the public for use. It offers classes, story time, and
teenage support. Students also have access to Brigham Young University, which is less
than five blocks away from the school. Students are able to access BYU resources such
as the library, media centers, support centers, counseling, community tours, etc.
Parents are also very heavily involved in the district and school decisions. Parental
involvement is very positive and allows for students to have this excellent form of
support, which aids in their learning and growth.
Centennial is a fairly new school built during Utah’s Centennial year. The racial
profile of Centennial reflects the city in which it resides. Nearly eighty percent of the
school population is white with an eleven percent Hispanic population. Centennial has
an excellent TESOL program, which helps a majority of these students who might be
struggling with the English language in their other core classes. Nearly thirty-two
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percent of the students are eligible for a free or reduced lunch, reflecting a somewhat
varied economic status among the student population.
Classroom Characteristics:
Within each classroom, the average ratio of students to teachers is
approximately 27 students per teacher. This makes for somewhat smaller class sizes,
which improves student learning as students can receive more individual time with the
teacher. The school is equipped with three computer labs for student use (including two
that are portable) as well as a writing and research lab with Mac computers. Each
classroom is equipped with an overhead projector and TV/VCR capabilities. The school
also has several computer compatible projectors that can be checked out in advance.
Centennial has strict tardy policies and is firm with discipline and student
accountability. This has created a student population that is largely responsible and
willing to learn.
Student Characteristics:
Although Centennial consists of only seventh and eighth graders, it is a middle school
with students ranging from ages 11-14. Because great developmental changes occur
during this time, students are dealing with many physical, emotional, and mental
challenges. These challenges affect student learning and must be taken into
consideration when designing curriculum. There are also students ranging from a
variety of achievement levels, including many students with special needs. These
considerations must be taken into account when designing specific lesson plans and
assessments. Students with special needs require a somewhat adjusted approach to
curriculum in order to meet their individual needs. Because there is also somewhat of a
mixed ethnicity within the school, the various cultures and languages must also be
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taken into account, particularly in my classroom where the majority of the curriculum is
designed around reading and writing. It is essential to remember that some students
might be struggling with the language itself and with the foreign culture. Their
performance on individual assignments may be a reflection of that struggle.
Instructional Implications:
These various contextual factors create several implications for my teaching and
assessment. Because developmental factors play such a large role in learning, it is
most important to take into consideration the students’ various achievement levels when
checking for understanding. I must make sure that the students who have special needs
are receiving the appropriate attention and accommodations.
The next important consideration is to remember that portions of my students are
struggling with the English language itself. As such, I need to remember in my
assessments to focus mainly on student ideas and content rather than on grammar.
Although learning proper grammar is important and is certainly incorporated into my
curriculum, I realize that I cannot grade my students solely on their grammar.
Additionally, I need to take into consideration the various cultural influences
within my classroom. This can affect classroom discussion and student work. I need to
learn about and understand the various cultures represented in my school so I can react
responsibly to specific cultural conflicts that may occur in the classroom.
Lastly, as I design my curriculum, particularly the pieces of literature I choose to
teach, it is important for me to take into account parental concern. This is especially
important in a community that is so dominantly conservative. I need to have alternative
books that my students may read in case of parental objections.