Group Profile Rufino Vigo Elementary School
University of Puerto Rico in Humacao 9/3/2014 Department of English
Shirlenne Peralta 842-07-6270 Practice Teaching Dr. Nilsa Lugo
Rufino Vigo Elementary School GROUP PROFILE: THIRD GRADE (3-1)
I.
STUDENT SURVEY The survey results indicate that all of the students are form the region of Humacao. 8 out of 16 students were born in Humacao. Four students were born in Caguas, two were born in the United States, one in Rio Piedras and one student was born in her house. The majority of the students live in residential homes. The survey also pointed out a variety in the years of birth. These ranged from 2004-2007; a difference of three years. Possible causes for this could be that some were held back in a grade. Parent’s information was also enquired as part of the survey. The results were that 7 out of 16 students did not provide information about their fathers. The highest grade achieved by both, mother and father was asked. Eight mothers studied up till 12th grade, four mothers studied until 11th grade. Two mothers are currently studying; one has a technical degree and one studied until fifth grade. Three of the student’s fathers studied until third grade and one studied until fifth grade. The student’s interests are very diverse. The majority of the students were interested in playing, drawing, singing, volleyball and math. TV programs were also very varied. The majority of the students mentioned cartoons and Disney movies.
II.
GRAPHS OF SURVEY RESULTS
1 ANALYSIS OF RESULTS: As seen in figure 1, the majority of the students live in residential. More than half the students that answered the survey questions lived in residential; to be more exact, 10 out of 16 students lived in residential. A 25 %, in this case four students, live in a rented house and Figure
only 2 students lived in a house owned by their parents. In this graphic, we can observe that the majority of the students are of low income. This means that as an educator, I have to take into consideration when I assign a project or work because the majority may not have the easiness to buy materials for projects. Materials used for class projects could be one provided by the school, by me, or could be one of everyday use, or accessible anywhere to the students, such as magazines, newspaper, toilet paper roll, or cardboard boxes.
Figure
2 ANALYSIS OF RESULTS
Nine students arrive to school by walking, six by car and one student comes through both ways. The greater part of my third grade student come to school walking. Knowing this, I need to keep in mind that if one day it’s raining a lot with wind and thunders; the majority of the students may be absent because of the fact they walk to school. It could be dangerous for them or they could get sick.
Figure
3 ANALYSIS OF RESULTS In the questionnaire, there was a question that asked if they ever lived in the U.S., this was simply to see if the parents and student was ever emerged into this environment. The results were that the great majority had not been out of Puerto Rico. Out of the 16 students that answered the questionnaire, only four had been to the states.
Figure
4 ANALYSIS OF RESULTS Amongst the 16 students, there were only 2 students that had step dad. There was no only child in my group. All the families in the group 3-1 were made up by 3 family members or more. The biggest family was one of 7 members. The majority also lived with their mothers and siblings only. This is important for me to know, because many times the mature attitudes or vocabulary of a student could be because they have older brothers or sisters. It is also important because in many cases, big families that are in a low economical level, struggle a lot in many ways. I could also find this information helpful if I want to give a homework in which the kids have to share something with someone, or interview, I can rely in the fact that the student has more than one possibility.
Figure
5
ANALYSIS OF RESULTS
Figure 5 shows the highest education achieved by the mothers and fathers of the students. As seen, only 4 reported information about their fathers. The majority of the parents studied up till 12th grade. 8 mothers and 3 fathers graduated from high school. Four mothers studied up till 11th grade. Two mothers are currently studying and pursuing a technical degree and one mother already owns one. The most shocking thing I found out in the surveys was that two parents from
the same household, only studied until fifth grade. The reason are unknown, but this its vital information because this can help me in further situations with the student’s parents or the student herself.
Figure
6
16 2
The parents answered
ANALYSIS OF RESULTS students’ parents were asked on their mastery of English. 13 out of 16
1
that they did not know English. Two parents mastered the Language
and one claimed
to know a little bit of the language. These questions are very
important to
know as an English teacher because I want to know if the students
have the support
and help in their homes. As seen, the majority cannot help their child
because they do not master the language.
Figure
7 ANALYSIS OF RESULTS
I asked the parents to inform me how well their student’s understand, read and write English. There were no students that mastered the language. Only one student had some mastery, 3 students understand the language but don’t know how to speak it. The parents informed that four students had difficulties in reading, writing and speaking, and the majority, which is seven students had difficulties in all four; reading, writing, speaking and understanding it. This is my greatest challenge as a teacher because my group has no proficiency in English. My job with them is to keep their motivations up to learn the language and increase their knowledge and proficiency.
Figure
8 ANALYSIS OF RESULTS In the survey, the parents were asked to mark all the resources they had in their homes. The options are seen in figure 8 above. Five percent of the students had computers, 9 percent had internet, 18% had none of the above, 23% had tablets and 45% had dictionaries and/or encyclopedias. With this information I cannot give an assignment were the students have to look for the information in a website, or see a video on YouTube. There is only a small percentage that counts with internet access, and one of them mentioned it was in her cell phone. The great majority of the students had only dictionaries and 18 percent had none of these. If I was to give homework where the students have to look for a definition, it should be done in the classroom for best results because if not, there will be a couple that will probably arrive without anything done for obvious reasons.
Figure
9 ANALYSIS OF RESULTS The greater part of the students mentioned math to be their favorite class. Five preferred physical Education, four liked English and Spanish and two mentioned music. Figure 9 shows one of the students interest and it can help me as a teacher to know what class I can integrate so that the majority of the students connect and enjoy to it.
Figure
10ANALYSIS OF RESULTS The greater part of the students pointed out that Social Studies was their least favorite class. If we follow the English Curricular map, there are units that revolve around it like Unit 3.1 that has to do about Puerto Rican history. If I do not bring this information in an exciting way, the students, who hate social studies will be wondering in the classroom and not attending to class.
Figure
11ANALYSIS OF RESULTS In the survey, parents were asked to help their child to fill out the part where it asked about their interests. Most students liked playing, with a 31%. The results came up equal with three hobbies which were bike riding, dancing and singing. That was followed up by watching T.V. and painting with a pretty close score of 12%. Children like entertainment and it is important to integrate things they love into the classroom to keep them interested.
Figure
12ANALYSIS OF RESULTS There was a less percentage of students who mentioned a book, than those who did not. 47% of students mentioned a book, such as: Fairy tales, “La Tortuguita”, The Bible, Rubi Rubi, and one mentioned a coloring book, which really does not count as a book. Thrird graders need to practice reading whether in English or in Spanish. Activities to increase reading percentages should be done.
Figure
13ANALYSIS OF RESULTS The sport volleyball dominated as the student’s favorite sport because six students mentioned it, the majorities were girls. The next sport that was a favorite amongst the boys was baseball, with three fan students. The other was basketball which two boys mentioned, jump rope with two students and running and ballet with one. When teaching in the classroom I can bring up these topics as examples to captivate the students attention. I could also make up a game that simulates one of these sports and use it to learn English in the classroom.
Figure
14ANALYSIS OF RESULTS Almost half the students mentioned a cartoon as their favorite TV show like Curious George and Bob the Builder. 20% of the students mentioned movies like Frozen, Monster Inc and Shrek. There is a possibility that within the time frame I am their teacher they will have an activity where they will watch a short segment of a show and they will have to answer questions. Knowing their likings in TV shows can be my guide to choose something similar. Another option is bringing a short story of one of the movies they like so they can do reading comprehension activities.
INTRODUCTION The survey was administered the second week of my Practice Teaching in the Rufino Vigo Elementary School located in Humacao. The survey had three pages. The first and second pages were about the student’s basic information and the third page was about the student’s interest. These questions were made intentionally to know my students background and their interest. The survey was given to my third grade group. 3-1 is a group of 22 students. There are 15 girls and7 boys. The survey was explained by me in front of the class and so was the due date. The due date was August 29, but I told them they had until that they had to give it in the next day. I explained them that it was for them to give their parents and that it was part of my practice teaching. I also told them and showed them that the third page was about their interests. I told them they had to have their parents help them fill that part. The process of gathering all the information was hard because half the students came in the next day without their papers signed,
others lost it and some were missing the day I handed it in. I photocopied around 11 copies again and paste it in their notebooks. The next week cam and I was still missing surveys. I reminded the students’ everyday and even put sticky notes on the top of their notebooks to remind them and their parents to fill the survey. I believe I have a pretty good quantity of surveys handed in because the class has 22 students and I received 16 surveys which means I did not receive six surveys.
REFLECTION Preparing my group profile was a totally new experience for me because unlike others, I was not required to do it in Participant Observation because I took the K-3 course. I did see it before in seminar and knew what it was about and the purpose. My survey questions were created by Jailene Rodriguez and I edited them to fit my style and to receive additional information I wanted to know As soon as I received the first few completed surveys I started reading them. I was very excited when I saw a couple of papers that said that the student liked to sing because I do to. I felt like I was really getting to know the students and even understanding them more. I related to them as well because the majority did not live with their fathers. I was also raised without a father figure and I know what is like, I can imagine the struggles of their mothers trying to raise 3 kids and more because my mom raised four. I know what its like and many undone
assignments and a couple of bad grades for not studying have an entire story behind it that the student cannot explain. Tabulating the surveys helped me to get a clearer picture of the results and it made me reflect upon them. As a teacher, I have to understand where my students come from, what they have and what they don’t so I can help them. My job is not to judge their parents, or to focus on all of them getting A’s. My goal is for my students to truly understand the material, raise their English proficiency and help them to be better citizens. I choose to motivate them because their place of living doesn’t have to dictate their future. My students don’t have to study until 12th grade, I believe in their potential and I’m sure their parents do so as well.