Managing a Culturally-Diverse 4th Grade Language Arts Classroom

In my educational environment, there are 21 students in my 4th grade reading and general education language art class. Low socio-economic status makes up at least 70% of the classroom demographics. Students are grouped according to the score of the previous Mississippi exam 2 (MCT 2). MCT 2 is a standard compliant (NCLB) that is fully compliant and meets federal law requirements that do not allow children to delay. The evaluation result of MCT 2 is used to provide guidance and information on student achievement (MS Department of Education, 2011).

When I was a junior educator in the DEF public school district, I developed and taught courses for 4th and 5th graders. For over 10 years, I have provided effective classroom management, creative lesson planning, detailed student assessment, and educational offerings that have gained a high reputation. As an enthusiastic volunteer, I established a school's after school technology club, developed an innovative program covering a wide range of technology fields from Internet security best practices to PowerPoint tutorials. Because this program is very popular, the only after school program at school is always the same.

In the next classroom I visited, along with the principal Jason Beber, the elementary school fourth grade students were practicing geological reading comprehension. Level 5 Ponchart Rain Lake Elementary School was severely damaged by Hurricane Isaac in 2012 and most of the classes have now been encountered with temporary trailers and new buildings are under construction nearby. In the next trailer, another 4th grade teacher, Jennifer Brock, leads the equivalent score course of Eureka Math and St. John uses the end-to-end from K to 12. "My teacher has a clear understanding of what their assumptions are doing in the classroom," my uncle said.

Composition: All the students of all the K-level 4th grade class (3 classes per year) of one school participated in "Energy Meter". These are classroom-based sports activities lasting about 10 minutes, integrate teaching materials that match the results, do not require equipment, and little preparation for teachers is needed. Structure: Implementation is planned for 22 states in Jeonju (including one juvenile correction facility, six medication treatment facilities, four junior high schools, two high schools, nine communities or community centers). Evaluation was conducted at 6 sites (1 high school, 2 middle schools, 3 community sites).

Relationship between physical activity (including sports) and academic achievement at school