Nearly all students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education.
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My students range from 14 to 20 years of age, boys and girls who speak a variety of first language. They attend an urban high school within the poorest region of the city. 72 % are English language learners and 84% are economically disadvantaged are on free or reduced price lunch, yet their thirst for knowledge is well above these percentage levels. These students work effectively collaboratively because learners who share a first language assist each other with translation. They learn better when they see or represent their work as visuals.
Due to the high poverty levels, these students lack basic supplies like paper and pen. It is a challenge for most of them to afford chart paper, markers and other supplies that support collaborative learning. Dry erase markers are very effective in involving all to participate in class because I have improvised "dry erase charts" that all can use to show their response during class discussions. This strategy supports differentiated instruction.
About my class
My students range from 14 to 20 years of age, boys and girls who speak a variety of first language. They attend an urban high school within the poorest region of the city. 72 % are English language learners and 84% are economically disadvantaged are on free or reduced price lunch, yet their thirst for knowledge is well above these percentage levels. These students work effectively collaboratively because learners who share a first language assist each other with translation. They learn better when they see or represent their work as visuals.
Due to the high poverty levels, these students lack basic supplies like paper and pen. It is a challenge for most of them to afford chart paper, markers and other supplies that support collaborative learning. Dry erase markers are very effective in involving all to participate in class because I have improvised "dry erase charts" that all can use to show their response during class discussions. This strategy supports differentiated instruction.