Social+Context+in+the+Classroom

** What are the implications of identifying and understanding the social context of learning in your classroom? **  Students come from different backgrounds, have different learning styles and each have their own uniqueness. As teachers, it is important to acknowledge and address students’ funds of knowledge and personality to better understand them, to help them in their learning and to create a safe environment for students to feel comfortable and encouraged to learn. Students come with a lack of prior knowledge, lack of resources and some have little expectations or motivation from home. It is important to demonstrate a positive disposition towards math and a safe, caring and trusting classroom, where students want to be present and want to learn. In developing lessons and instruction, focusing on student motivation towards math and learning is key to creating a positive and successful social learning environment. In turn this would create an opportunity of access to equity and inclusion to encourage students in their learning experiences. Implementing engaging lessons and relating the material to real life application will build student interest and influence student motivation to the learning experience and participation in their learning. Scaffolding is also an important tool to use for students who lack in prior knowledge, so that they feel included and can have the confidence of being active in their own learning. The advantage of creating a positive learning environment, where all students feel safe and a sense of ownership to their learning, is using collaborative learning. This allows students to interact with one another, to develop communication, to learn from one another and to think as a community as opposed to one perspective. Identifying and acknowledging students’ struggles, barriers and obstacles is important to address student behavior, to better help students learn and overcome their difficulties as an outlet to become more interested and enthusiastic about their learning and goals in life.

**Wilmington Middle School (Wilmington, CA) - Elaine Yoo **

The students in my 7th grade Pre-Algebra class come from a Hispanic background, but have differing learning styles. Some students are auditory learners while others are visual learners. It is the teacher's role to interact with the students and to gain knowledge on the different learning styles that are observed in the classroom so that the lessons can be effective and helpful for all of the students. Sometimes teachers ignore the differences and the knowledge that students bring to the classroom, but I believe that it is more helpful when teachers view these differences as a valuable resource. The students in my classroom are often asked to think-pair-share in which students turn to their neighbor to discuss mathematical concepts or procedures. Using various forms of instruction and assessment, teachers can better assess all types of learners and enable all the students to have an equitable learning experience. It is also important for teachers to create a non-threatening learning environment in which students can freely express their ideas or concerns. When students are in a comfortable learning environment, they are able to learn more effectively and also learn to engage in meaningful conversation and discussions that enrich their learning.


 * Barrett Middle School (Fair Oaks, CA) - Clifton Brison **

By building an understanding of the social context of learning within the classroom, I am better prepared to recognize students’ interactive abilities, interests, and funds of knowledge. This knowledge better prepares me to mobilize resources that assist in providing an inclusive learning environment. In essence, instruction can better be built to provide students with equitable access to knowledge. Having this knowledge about the context of learning also provides information about students’ strengths and weaknesses, as well as what constitutes good and bad groupings of students. With this understanding, I am better prepared to find methods and activities that engage and motivate students, and build the ability to recognize non-motivating methods. Though this construction of an understanding of the social context of learning is not comprehensive, it provides a step on the path toward creating a focused understanding of the particular learning needs of individual students.

**Escondido High School (Escondido, CA) - Marina Bratcher ** The Algebra 1 class at Escondido high school consist of freshman students. These students are still adapting to high school culture. They are not yet secure and comfortable with their peers; they remain apprehensive with one another. The class consists of groups and cliques of students who associate with one another and do not step out of their comfort zone to socialize with other peers. Students are very dependent on friend and peer approval, they behave and act for acknowledgment and recognition of peers. Students have not yet developed their complete identity and independence of life at school and outside of school. This is a morning class. Not very much interaction or talking takes places, this is more of a lecture-based classes. There is little opportunity for high level thinking or solving problems or organized group work. Students ask for help when needed, do not ask higher order thinking questions, very quiet group does not say much. Students feel more comfortable getting help from each other and helping each other out during class work; they socialize at this time as well.

** Motivation ** Motivating Students- Provides strategies for motivating students. Video that provides simple tips to motivate students in the classroom. (Also provides a website as an extra resource: Teachnology). media type="youtube" key="5VeUZQoIoYA" height="315" width="420" Video on motivating students by creating a positive environment. media type="youtube" key="q1R0HTbeUIg" height="315" width="420"