Demographics in the Classroom

According to the demographic data, Mrs. Akins class is not very diverse. There is more boys in her classroom than girls. As Lemlech (2006) notes, Sex-role bias has been documented in the curriculum, in materials of instruction, and in the ways teachers treat children” (pp. 16). With girls being in the minority in this class, it’s very important for Mrs. Akins to include all the student in activities. On the first day of my arrival all the girls in the class were interested in knowing things about me but the boys acted as if we weren’t there.

Mrs. Akins has several students with special learning needs. For example, one of the students have a speech problem. Lemlech (2006) states that “Special education programs have been designed to meet their needs. Mrs. Akins has to “sound out” words to him during spelling test. Half of Mrs. Akins class leave for the day to get outside help in certain subject areas. Mrs. Akins class also include a lot of students that are fast learners. Mrs. Akins lets the stronger learners play games but they are learning games. For example, the stronger learners played a game puzzle game that included the states of the United States of America. Mrs. Akins class is not racially diverse. All of the students are Caucasians.
The dynamics of the class vary widely among the students, but I observed that five students had high levels of independence and level of participation. These students are very confident in their work. Two of the students has low level of participation and independence. Mrs. Akins should make sure that she include all of the students in acti