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Group ProfileTRANSCRIPT
University of Puerto Rico - Humacao English Department
Group Profile
12-1 Dr. Conchita Cuevas High School
Gurabo, Puerto Rico
María Edith Jordán Gómez 842-07-3993
Dr. Aníbal Muñoz Claudio EDPE-4006-001
January 31, 2012
University of Puerto Rico - Humacao English Department
María Edith Jordán Gómez January 31, 2012 842-07-3993 EDPE-4006-001
Dr. Aníbal Muñoz Claudio
Group Profile 12-1
Dr. Conchita Cuevas High School Gurabo, Puerto Rico
Table of Contents
Introduction………………………………………………………………………………………………………………………………………………………1 Students’ Names and Genders…………………………………………………………………………………………..……………………………..2 Students’ Ages……………………………………………………………………………………………………………………………..…………………..3 Students’ Birthdays………………………………………………………………………………………………………………………..…………………4 Students live in………………………………………………………………………………………………………………………………………………….5 Students were Born in…………………………………………………………………………………………………………………………..………….6 Students who Lived Outside of PR ………………………………………………………………………………………………………...…………7 Students Lives With………………………………………………………………………………………………………………………..…………..……8 Number of People in Students’ Families…………………………………………………………………………………………………..………9 Information about Student’s Fathers………………………………………………………………………………………………..……….10-11 Information about Student’s Mothers…………………………………………………………………………………………………..………..12 Favorite TV shows……………………………………………………………………………………………………………………………..……………13 Favorite Sports………………………………………………………………………………………………………………………………………..……..14 Do Students Use the School Library?...................................................................................................................15 Do Students have Computers At Home and Do Students have Internet Access?................................................16 Favorite Subject and Least Favorite Subject…………………………………………………………………………………………..……….17 What Would You Like to Study in the Future?.....................................................................................................18 Most Difficult Class………………………………………………………………………………………………………………………..……………….19 Least Difficult Class………………………………………………………………………………………………………………..……………………….20 Students Like to……………………..…………….………………………………………………………………………………………………………...21 Hobbies……………………………………………………………………………………………………………………………………..……………………22 Do Students use Glasses?.....................................................................................................................................23 Did Students Go to Kindergarten and Illnesses or Conditions...................…………………………………………..…………..24 Do Students’ Parents Attend School Meetings and Help Them with Their Homework…………………………………….25 Special Education Students………………………………………………………………………………………………………………………..……26 Do Students Participate in School Clubs or Sports and Are Students Pregnant/Parents………………………………....27 Reflection………………………………………………………………………………………………………………………………………………………..28 Appendix: Questionnaire……………………………………………………………………………………………………………………………29-31
University of Puerto Rico - Humacao English Department
María Edith Jordán Gómez January 31, 2012 842-07-3993 EDPE-4006-001
Dr. Aníbal Muñoz
Group Profile 12-1
Dr. Conchita Cuevas High School Gurabo, Puerto Rico
Introduction
The following study is a group profile of the group 12-1 at Dr. Conchita Cuevas High School in
Gurabo, Puerto Rico. A total of twenty six (26) 12th grade students accepted and completed the group
profile questionnaire on the 21st of January of 2013. The purpose of this group profile is to know more
information about these students. It covers everything from their home life, academic life, hobbies,
interests, and plans for the future. This profile will help me know what the students like, so I can custom
make the class just for them by using topics of interest and targeting their specific language needs. It
will also help me get to know their personal life situation, so I can be lenient and flexible when it comes
to certain circumstances. Ultimately, it is a tool that will help me make decisions when it comes to these
students’ education.
1
I. Student Survey
1. Students’ Names
Grade: 12th Group: 1
1. Alamo Colon, Brad 14. Molina Rivera, Jonathan
2. Arroyo Muñiz, Thalia 15. Olmedo Santos, Cecille
3. Candelaria Bazán, Jonathan 16. Pérez Ramírez, Susmary
4. Caraballo Figueroa, Bernie 17. Ramírez Conde, Ashly
5. Castro Rodríguez, Amandy 18. Rivera Arroyo, Natasha
6. Correa Suarez, Ramsés 19. Rivera Roldán, Joe
7. Cruz Vega, Itzamar 20. Robles Mojica, Kiralys
8. Díaz Osorio, Génesis 21. Rodríguez Cruz, Yainushka
9. Flores Bellín, Héctor 22. Santiago Rolón, Coraliz
10. Gámbaro Díaz, Luis 23. Torres Berges, Kevin
11. Julia Flores, Ashley 24. Velazquez Carrasquillo, Monica
12. Maldonado Cruz, Juan 25. Viera Maldonado, Estefanía
13. Miranda Boria, Héctor 26. Zayas Alicea, Kenneth
Figure 1: Students’ Names
2. Gender
Figure 2: Gender
Twenty-six (26) students answered the group profile questionnaire. There are fourteen (14)
females, which is fifty four percent (54%) of the class. There are twelve (12) males, which is forty-six
percent (46%). This means there is a good balance between male and female students in the group. As
46%
54%
Gender
Male (46%)
Female (54%)
2
a teacher this means I will have to balance the use of female and male oriented literature, and use
universal themes that both males and females can relate to.
3. Ages
Figure 3: Ages
The majority of the students, ninety two percent (92%) are seventeen (17) years old. That’s
twenty two (22) seventeen (17) year olds. Most will turn eighteen (18) before graduating and a few will
still be seventeen (17). This means I will have many birthdays during these months. Turning eighteen
(18) to many of these students is a big deal, because for some things, like they will be of legal age.
Eight percent (8%) of the class is eighteen years old. This means that only two (2) students are already
eighteen (18) years old.
17 92%
18 8%
Ages
3
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
3. Birthdays
Figure 4: Birthdays
There are no birthdays in January. There are three (3) birthdays in February, which is twelve
percent (12%) of the birthdays in the class. In March, there are two (2) birthdays, which is eight percent
(8%) of the birthdays in the class. In April, there is just one (1) birthday, which is four percent (4%) of
the birthdays in the class. In May there are four (4) birthdays which is fifteen (15%) of the birthdays in
the class. In June there are three (3) birthdays, which is twelve (12%) of the birthdays in the class. In
July there are three (3) birthdays as well, which is also twelve percent (12%) of the birthdays in class. In
August, there are four (4) birthdays, which is fifteen (15%) of the birthdays in the class. In September
there is one (1) birthday, which is four percent (4%) of the birthdays in class. In October there are two
(2) birthdays, which is eight percent (8%) of the birthdays of the class. In November there is one (1)
birthday, which is four percent (4%) of the class. Finally, in December there are two birthdays, which is
eight percent (8%) of the class. It is important to acknowledge birthdays because it makes the students
feel special. Some of them have families that don’t celebrate birthdays, so to do so in the classroom will
be something special.
4
4. Students live in…
Figure 5: Students live in…
To know where the students live is very important. Some factors that may affect the students
that are directly connected to where they live are: the amount of time it takes them to get to school,
which can be affected by traffic; natural barriers such as rivers, trees, and others, which can affect the
student when natural disasters such as storms and hurricanes occur. Therefore, to know if they life in
urbanizations, more rural areas, or anywhere else is important. Fifteen (15) students live in
Urbanizations, which is sixty two percent (62%) of the class. Seven (7) students live in Rural Areas,
which is twenty seven percent (27%) of the class. One (1) student lives in Public Residences, which is
four percent (4%) of the class. Two (2) students marked that they lived in other places, which is eight
percent (8%) of the class.
Urbanization 63%
Rural Zone 28%
Public Res. 4%
Other 5%
Students live in...
5
4. Students were born in…
Figure 6: Born in…
To know where the student was born is important as well because you get to know a little bit
about their past. Possibly the students lived in another town before living in the town where the school
resides. A whopping seventy two percent (72%) of the students in the class where born in Caguas.
That’s eighteen (18) students. This is probably due to the fact that Gurabo doesn’t have a hospital, so
the next big town that has had a hospital all of these years is Caguas. Four (4) people, which is sixteen
percent (16%) of the class was born in San Juan. One student was born in Carolina, one in Fajardo, and
one in Humacao. Humacao is a neighboring town of Gurabo, but Fajardo and Carolina are not. This
72%
16%
4% 4%
4%
Born in…
Caguas
San Juan
Carolina
Fajardo
Humacao
6
means they probably lived in these towns before, or have family members that do. However, the
majority of the students were born nearby.
5. Lived Outside of Puerto Rico…
Figure 7: Students who lived outside of Puerto Rico
Out of the twenty six students who completed the questionnaire, only one (1) student has lived
outside of Puerto Rico. That is four percent (4%) of the class. This student lived in Florida, United
States. The other twenty five (25) students have only lived in Puerto Rico. That is ninety six percent
(96%) of the class. This graph implies that almost all of the students in the class have only experienced
life in Puerto Rico. They were all born in Puerto Rico, so they are accustomed to the local culture.
25
1
No Yes
Students who lived outside of Puerto Rico
7
10
13
3
Father and Mother
Mother
Other
Student Lives With...
Other Father and Mother Mother
6. Student Lives With…
Figure 8: Student Lives With…
To know who the student lives with is important as well. First, because you know who the
primary caregiver(s) are, and second because you know about their family lives. With this question, you
can know if they come from a family of separated parents, if they have step parents, if they live with
other family members, such as grandparents and more. Thirteen (13) students live with both their
mother and father. That is fifty percent (50%) of the class. Ten (10) students live only with their
mothers. That is thirty eight percent (38%) of the class. This is a very large number of single mothers in
one class. Three (3) students marked that they lived with others. That is twelve percent (12%). These
students either have a step parent or live with one parent and a grandparent.
8
5 4 3 2
9 11
5
1
Number of People in Students' Families
5 4 3 2
7. Number of People in Students’ Families
Figure 9: Number of People in Students’ Families
The number of people in students’ families lets us know how many live with the student.
According to this graph it is clear that most of the students have one or more siblings. Nine (9) people,
which is thirty five percent (35%) of the class, have five (5) family members. Eleven (11) people in the
class, which is forty two percent (42%) of the class, have families that constitute of four (4) people. Five
(5) students, that’s nineteen percent (19%) of the class. Finally, only one (1) student has a family made
up of two (2) people, which is four percent (4%) of the class. It is good to know how are students
families are constituted, because then we know a little bit more about their home life. For example, the
student who only lives with one person probably has no siblings, and live with just a parent. In this case,
the student lives with the mother. The students’ home lives will inevitably affect their educations.
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8. Information about students’ fathers
Figure 10: Information about students’ fathers
Student’s Name Father’s Name Father’s Age
Father’s Occupation
Father’s Education
1. Alamo Colon, Brad Eleuterio Alamo 43 School Principal Masters
2. Arroyo Muñiz, Thalia Luis Arroyo 46 Production High School
3. Candelaria Bazán, Jonathan
Wilfredo Candelaria 52 Office Worker Unknown
4. Caraballo Figueroa, Bernie
Bernie Caraballo 37 Steel Worker Unknown
5. Castro Rodríguez, Amandy
Andres Castro 43 -- --
6. Correa Suarez, Ramsés Ernesto Correa 42 Assistant Manager Studying BA
7. Cruz Vega, Itzamar Ruben Cruz 56 Custody Officer Unknown
8. Díaz Osorio, Génesis Manuel Diaz 46 Driver High School
9. Flores Bellín, Héctor Armando Flores 48 Manager Unknown
10. Gámbaro Díaz, Luis Luis Gambaro Unknown Veteran BA
11. Julia Flores, Ashley Carlos Julia 42 Military Unknown
12. Maldonado Cruz, Juan Juan Maldonado 39 -- --
13. Miranda Boria, Héctor Héctor Miranda 47 Salesman Associates
14. Molina Rivera, Jonathan Pedro Molina -- Industrial Mechanic Unknown
15. Olmedo Santos, Cecille Domingo Olmedo 45 Driver High School
16. Pérez Ramírez, Susmary Susano Pérez 39 Handicapped High School
17. Ramírez Conde, Ashly José Ramírez 42 -- High School
18. Rivera Arroyo, Natasha Ismael Rivera 37 -- --
19. Rivera Roldán, Joe Joe Rivera 47 -- --
20. Robles Mojica, Kiralys Andres Robles 44 Technician BA
21. Rodríguez Cruz, Yainushka
-- -- -- --
22. Santiago Rolón, Coraliz George Santiago 41 Supervisor BA
23. Torres Berges, Kevin Melvin Torres 43 -- High School
24. Velázquez Carrasquillo, Mónica
José Velázquez 46 Policeman Associates
25. Viera Maldonado, Estefanía
Kenneth Viera -- -- --
26. Zayas Alicea, Kenneth José Cruz 44 Factory Worker High School
10
Only one student of the entire class does not have any information on her father. But, since 10
students live with just their mothers, it is implied that their fathers are completely or partially absent
from their lives. It is sad, because a father is a very important and influential person in a child’s life.
There are many fathers that either don’t work or the students don’t know their occupations. The
fathers that do work have honest jobs and have done a lot with just a high school diploma. The fathers
are between their late thirties to early fifties
11
9. Information about students’ mothers
Student’s Name Mother’s Name Age Mother’s Occupation
Mother’s Education
1. Alamo Colon, Brad Brenda Colón 41 Secretary --
2. Arroyo Muñiz, Thalia María Muñiz 42 Cashier Middle School
3. Candelaria Bazán, Jonathan Iris Bazán 50 -- --
4. Caraballo Figueroa, Bernie Marilyn Figueroa 38 Secretary --
5. Castro Rodríguez, Amandy Amarelis Rodríguez 37 Housewife --
6. Correa Suarez, Ramsés Esther Suarez 37 Housewife Associates
7. Cruz Vega, Itzamar MaritzaVega 57 -- --
8. Díaz Osorio, Génesis Luz Osorio 48 Housewife 3rd year uni.
9. Flores Bellín, Héctor Gisella Bellín 45 -- BA
10. Gámbaro Díaz, Luis Iris Díaz -- Secretary BA
11. Julia Flores, Ashley Omayra Flores 37 Fast Food --
12. Maldonado Cruz, Juan María Cruz 39 -- --
13. Miranda Boria, Héctor Maricarmen Boria 42 Teachers Masters
14. Molina Rivera, Jonathan Aida Rivera 45 Accountant --
15. Olmedo Santos, Cecille Sonia Santos 44 Lunch Administrator High School
16. Pérez Ramírez, Susmary Maribel Ramirez 40 Secretary Associates
17. Ramírez Conde, Ashly Nydia Conde 36 Housewife BA
18. Rivera Arroyo, Natasha Madeline Arroyo 33 -- High School
19. Rivera Roldán, Joe Celeste Roldán 53 Teacher BA
20. Robles Mojica, Kiralys Leida Mojica 46 Secretary College
21. Rodríguez Cruz, Yainushka Senymaris Cruz 38 Professor Masters
22. Santiago Rolón, Coraliz Yasmin Rolón 38 Pharmacist BA
23. Torres Berges, Kevin Marcela Berges 41 Retired BA
24. Velazquez Carrasquillo, Monica
Wanda Carrasquillo 47 Secretary Associates
25. Viera Maldonado, Estefanía Vanessa Maldonado 40 Manager Associates
26. Zayas Alicea, Kenneth Vilmarie Alicea 46 Housewife High School
Figure 11: Information about students’ mothers
The students’ mothers are all accounted for. Their ages range from the late thirties to the late
fifties. The professions they have include: secretary, teacher, food business, and housewives. Many of
the students did not know their parents education level. This means there is not much communication
about that topic, which is important for the students’ future, especially at this stage when they have to
12
decide what they are going to do with their lives. This means that this is a subject that should be
discussed in the classroom.
10. Favorite TV shows.
MTV (16 & Pregnant, Teen Mom) Grey’s Anatomy
Disney Channel Bones
Movie Channels (HBO, Showtime) NCIS
Comedy Central Tru TV
TNT Soap Operas
Americas Next Top Model X Factor
Face Off Supernatural
Vampire Diaries Kardashians
American Idol Bio
History Channel
Figure 12: Favorite TV shows.
Real Madrid TV
These are some of the TV shows the students watch. They range from Cartoons, to MTV, to hit
movies and series, and educational channels like the History Channel. This information is important to
know because it covers the students’ interests. I know the students are very musical, so it didn’t
surprise me that they like American Idol, X Factor, and MTV. They are also into action and mystery with
programs like NCIS and Bones. This list looks like a good variety of different types of interests; therefore
it is a good source to look for literature that has similar characteristics to the shows the students are
interested in. For example, with Supernatural, I know I can use more gory mysteries, like the works of
Edgar Allan Poe. Another thing I noticed is that they are into reality shows; MTV is full of them, so I
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Basketball 16%
Volleyball 23%
Soccer 33% Baseball
3%
Kickboxing 3%
Water Polo 3%
Ping Pong 3%
Swimming 3%
None 13%
Favorite Sports
would select adolescent literature that is relevant to their lives. I would probably use situations like,
peer pressure, relationships, going to college, staying true to who you are, and more.
11. Favorite Sports
Figure 13: Favorite Sports
The sport that got the most votes from the students in the class is soccer; with ten (10) votes it
equals thirty three percent (33%) of the votes in total. Soccer has become a very popular sport in Puerto
Rico these last couple of years, so that may be why it has such high numbers in this toll. The second
favorite sport of the student is volleyball. Six (6) students voted for volleyball, which is twenty three
percent (23%) of the votes. The next sport to get the highest amount of votes is Basketball. There were
five (5) votes for basketball, making it (16%) of the votes. Swimming, baseball, water polo and
kickboxing all got one (1) vote, that is three percent (3%) each. Finally, there are some students who
don’t enjoy any sports at all. No sport got five (5) votes, which is thirteen percent (13%) of the votes.
Sports as extracurricular activities are important in a student’s physical as well as social development.
With sports a student can learn team work, following rules, discipline, and more. It is good to know
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these types of interests and to be up to date with the students’ favorite sports. Different activities could
be for the students to write biographies of their favorite sports heroes, write a report on a game they
saw or participated in, and more.
12. Do Students Use the School Library?
Figure 14: Do Students Use the School Library?
Out of the twenty six (26) students in class, only six (6) marked that they use the school library.
That represents twenty three percent (23%) of the students in class. Twenty (20) students say they
don’t use the school library. That is seventy seven percent (77%) of the class. One student even wrote a
comment that saying that the library in the school is worthless. I visited the school library, and it has a
few computers and a few books. It also has tables for the students to study. It is a small library, which
could be in way better shape, so I would understand why the students don’t use it. it is sad that the
library is not given the importance that it deserves because it could be a great facilitator in the
education of these students.
No
Yes
20
6
Number of students who use or dont use the school library.
Do Student Use The School Library?
Do Student Use The School Library?
15
21
5 0
5
10
15
20
25
Yes No
Nu
mb
er
of
stu
den
t wh
o h
ave
or
do
nt
hav
e in
tern
te
Do Students have Internet Acess?
18
8 0
5
10
15
20
Yes No
Nu
mb
er
of
stu
dn
ets
wh
o
hav
e o
r d
on
t h
ave
co
mp
ute
rs a
t h
om
e.
Do Students Have Computers at Home?
13. Do students have computers at home?
This question is very important for
teachers now a day to know, because there are so
many alternative educational mediums available
to us. Take for example the flipped classroom,
where lectures and homework time are inversed.
The student watches videos made by the teacher
at home, and practices the lesson at school where they can get the extra help from the teacher and
peers that they wouldn’t be able to get at home. Also, a teacher has to be flexible in terms of handing in
works typed, because a lot of students don’t have computers. In this classroom, eight (8) people don’t
have computers. That is thirty one percent (31%) of the class. The other eighteen (18) students do have
computers. That is sixty nine percent (69%) of the class.
14. Do Students have internet access?
Twenty one (21) students do have internet
access at home. That is eighty one percent
(81%) of the class. However, five (5)
students do not have internet access. That
is nineteen percent of the class (19%). As a
teacher this is important to know as well, especially when it comes to research projects, email
communications, and more. The internet has become a big part of the education of the world. Though
it is not the only source of information, it is the easiest and fastest one. If I am to assign projects or
assignments that require the use of the internet, I have to be considerate of those students who don’t
have access to it. The school has internet access, but it is too slow, and often times, does not work.
Figure 15: Do students have computers at home?
Figure 16: Do Students have internet access?
16
10%
38%
14%
17%
17%
4% Favorite Subject SpanishEnglishMathematicsSocial StudiesScienceNone
18%
9%
46%
18%
9%
Least Favorite Subject
Spanish
English
Mathematics
Social Studies
Science
15. Favorite Subject-
The subject with the most
votes for favorite subject is English
with thirty eight percent (38%) that
is 11 votes. It’s not surprising,
seeing as they all love the teacher.
In second place there is a tie for Social Studies and Science. For each subject, five (5) students voted. In
third place Is Mathematics, with four (4) votes, which is fourteen percent (14%) of the class. Finally, in
fourth place is Spanish, their native language, with three (3) votes, which is ten percent (10%) of the
class. Sadly one student voted that she had no favorite subjects. This is important for a teacher to know
because of integration for lesson planning. The teacher can integrate the subjects the students like the
most. For example, a lot of students voted for social studies, so I could include something to do with
social studies in the class to make it more interesting to them.
16. Least Favorite Subject-
The least favorite subject of the class,
according to the votes, is Mathematics. Forty six
percent (46%) of students voted it as their least
favorite subject. This is followed by a tie between
Science and Social Studies, with eighteen percent (18%) of the votes, each. Finally, in another tie for
third place is English and Science, with nine percent (9%) of the votes, each. This is also important to
know because least favorite, in the majority of the cases means that they have the most difficulties in
them.
Figure 17: Favorite Subject
Figure 18: Least Favorite Subject
17
17. What would you like to study in the future?
Communications Actor
Veterinarian Movie Director
Medicine Writer
Fire Fighter International Business
Physical Therapist Engineering
Nursing Anesthesiologist
X-Ray Technician Graphic Designer
Agronomy Biology
Accounting Forensic Science / Pathology
Pastry Chef
Figure 19: What would you like to study in the future?
Cinematography
This is a list of the professions the students want to pursue in the future. For my students, in
this stage of High School, it is important that they know what they want to do because they are about to
graduate. They should already have applied to the schools of their choice. It seems most of them are
defined in what they want to do. This is great because it means they want to progress in life. They have
their dreams and goals. That is a huge part success, having the drive to work for what you want. It is
also important to see that these goals are realistic. For example, if a person is horrible at science, but
wants to become a doctor, then the person needs to work on these areas of difficulty in order to
succeed. The group wants to study diverse professions, so I wrote them in a list. They are all great and
ambitious professions. Many of them have to do with science and art, so they are definitely topics I will
have to integrate in my class.
18
English Spanish Science Math
Series 1 6 5 5 12
0
2
4
6
8
10
12
14
Nu
mb
er o
f st
ud
en
ts w
ho
vo
ted
th
eir
mo
st
dif
ficu
lt c
lass
.
Most Difficult Class
18. Most Difficult Class.
Figure 20: Most Difficult Class.
With twelve (12) votes, the most difficult class for most of the students is Mathematics. That is
forty three percent (43%) of the votes. In second place is English, with six (6) votes. That is twenty one
percent (21%) of the votes. There is a tie for third place between Spanish and Science, with five (5)
votes each. That is eighteen percent (18%) of the class. It is a shame that these students, who have so
much difficulty in these classes, have no extra help. A tutoring program would be very beneficial. Many
students find English very difficult, I believe it’s because they haven’t had the opportunity to practice it,
and they fear using it. Unfortunately, in many cases, it’s not until they find themselves in the obligation
to use the language that they will want to learn it. That is why English class should be motivating and
interesting.
19
19. Least Difficult Class
Figure 21: Least Difficult Class
The least difficult class for the students is the most difficult class as well, Math. It wins with forty
percent (40%) of the votes. This means that the students who find math easy and the students who find
it hard are balanced. In this case, if I were the math teacher, I would create a peer tutoring program,
where the students themselves help each other. I would create an environment of companionship, not
competition, so that everyone can succeed. Second on the list for least difficult class is English class. Six
(6) students voted it as the hardest class. That is twenty four percent (24%) of the class. Spanish is the
third least difficult class, with five (5) votes, which is twenty percent (20%) of the group. Finally, the
fourth least difficult class is social studies. Four (4) students voted it, which is sixteen percent (16%) of
the class.
Spanish 20%
Math 40%
English 24%
Social Studies
16%
Least Difficult Class
20
20. Students Like To…
Figure 22: Students Like To…..
24 votes were given to listening to music as a favorite pastime. That is 55% of all of the votes. The
majority of the class loves to listen to music. This is great because music can express so much. From
my observations I can see that they are very musical, so it would be great to integrate music into the
classroom. Nine people voted for both painting and reading. That is another sign that these students
are very artistic. I definitely have to integrate these types of activities in the classroom. I know they will
motivate the students to do their work and to learn. Finally, 2 students said that they liked to study,
which is great because they are an example to the rest.
20%
55%
20%
5%
You Like To…
Read
Listen to Music
Paint
Study
21
21. Hobbies
Dancing Exercising
Listening to music Video Games
Watching TV Swimming
Playing Soccer Sleeping
Facebook Riding four tracks
Shopping Talking on the phone
Play instruments Church
Photography Drawing
Play softball Use the computer
Singing Playing basketball
Figure 23: Hobbies
The students’ hobbies are typical teenage hobbies, which is great. They are productive and
positive hobbies. I think these students are very artistic and athletic. It is great that they have such a
great variety of hobbies. It is great to know what the students like to do. I will definitely have to
integrate drawing and the use of music in the class. It seems that many of the love these activities.
22
No 62%
Yes 38%
Do Students Use Glasses?
24
2
0
10
20
30
Yes No
Did Students Go To Kindergarten?
22. Do Students Use Glasses?
Figure 24: Do Students Use Glasses?
Thirty eight percent (38%) of the class uses glasses. That is ten (10) students. This is important
to know because these ten (10) students should sit in seats closer to the focal point of the class. Since
they cannot see clearly, it is important that they are closer so they can participate with no impediments.
Sixteen (16) students do not wear glasses. This is sixty two percent (62%) of the class.
23. Did Students Go To Kindergarten-
Two (2) students reported that they did not go to
kindergarten. That is eight percent (8%) of the class. These
students had a different experience in school than the
majority of the students. Twenty four students did go to
kindergarten. That is ninety two percent (92%) of the class.
Figure 25: Did Students Go To Kindergarten?
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42%
21%
11%
11%
11% 5%
Illnesses or Conditions
Asma Sinuses Migraine
Heart Problems Hypoglucemic Thyroid Problems
24. Illnesses or Conditions-
Unfortunately, the students in
this class have many conditions and
illnesses that can really affect their
educations. Forty two percent (42%)
of the class has asthma. That is a total
of eight (8) students. Another issue is
students with sinuses. Twenty one
percent (21%) of the students have
sinuses. That is four (4) students.
Two (2) students have heart conditions
and Two (2) students are hypoglycemic. Two (2) students suffer migraines. That’s eleven percent (11%)
for each of the three conditions. Finally, there is one (1) person with thyroid problems. That is five
percent (5%) of the class. It is important to know the students who have conditions because of any
emergency situations. Since the class is exposed to the exteriors (doors and windows), there is a risk for
the people with sinuses and asthma. Also, people with hypoglycemia should eat in the class.
Figure 26: Illnesses or Conditions
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Yes 65%
No 35%
Do Students' Parents Help Them With
Homework?
25. Do students’ parents attend school meetings?
Fifty eight percent (58%) of the parents of the class do attend school meeting. This means that
fifteen (15) students’ parents attend school meetings. This is about half the class. There are still a lot of
parents missing, which means communication should happen through phone calls or emails. It is
unfortunate that the parents cannot attend their children’s school meetings.
26. Do students’ parents help them with their homework?
Sixty five percent (65%) of the students voted that
the parents help them with their homework. That is
seventeen (17) students. It is great that the students have
that support at home. It is extremely important to foment
the importance of education in the home. Thirty five
percent (35%) of the students said that their parents don’t
help them with their homework. That is nine (9) students
who don’t receive help from their parents. These types of
students either become independent and responsible
learners or the opposite because they have no example or motivation.
58%
42%
Parents Who Attend School Meetings
Yes
No
Figure 27: Parents Who Attend School Meetings
Figure 27: Do students’ parents help them with
their homework?
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27. Special Education Students
Fifteen percent (15%) of the students in the class belong to special education. That means a
total of four (4) students. Being in special education means the students have certain special
accommodations so that they can be members of a regular class. These special implications could be
extra time for a test or to be seated at the front of the room. These conditions and situations have to be
confidential by law. The other eighty five percent (85%), or twenty two (22) students don’t belong to the
special education program. Do students’ parents help them with their homework?
15%
85%
Special Education Students
Yes No
Figure 28: Special Education Students
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28. Do students participate in school clubs or sports?
Only six students participate in school clubs or sports. These clubs or sports are: Spanish Club,
Basketball, Weightlifting, and Environmental Club. It is great that these students have found an interest
in school clubs and sports. They are a productive and say way to spend their time. The other twenty
(20) students do not participate in any school clubs or sports. The school clubs and sports are very
limited in this school, so there is not enough variety for the different interests,
29. Are Students Pregnant or Have Children?
There is one pregnant student in the class. She is seven weeks along, so she will have regular
medical appointments. She has proven to be a responsible student, because she turned in yesterday’s
assignment. She will be excused, but she is responsible for her work.
6
20
0
5
10
15
20
25
Yes No
Series 1Figure 29: Do Students Participate in School Clubs or Sports?
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Reflection:
As a teacher, it is very important to get to know the students for many reasons. To know the
students is to help them in their education. Teachers are supposed to make decisions based on the
student’s information. Some of the information we can consider is their socio-economic situation, their
interests, their illnesses or conditions and others.
First, we get to know the students’ family life. After all, their family makes them who they are.
Then we get into their socioeconomic situations. Do the parents work? Do they have a computer and
other facilities that will help them study? These types of questions will help us know what type of
projects, homework, and other “at home” activities we can give the students. As for my class, eight
students don’t have a computer, so I have no problem with them turning their work in handwritten,
seeing as the school computers are not very accessible. Another important aspect in making classroom
decisions is the students’ interests. I want to make the class one that is interesting, relatable, fun, and
useful for the students. If not the class would be a waste. Students are only going to learn English if
they can relate it to themselves.
Parents are another important issue. If parents attend school meetings or not is important
because it limits or enhances the amount of communication between the teacher and the parent. These
two units should join as one in the education of the student. Therefore they should be informed of what
is going on in the classroom, with their child’s grades, and behavior. To have parents’ contact
information is vital.
This information is important to know because thanks to it, many decisions can be made. It
assesses the student for daily classes because it examines their lives. In a way, their education is
tailored to their lives, their personalities, their interests, their capabilities, and more.
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Universidad de Puerto Rico en Humacao
Departamento de Inglés
Curso: EDPE 4006 Estimado estudiante: Solicito tu cooperación para completar este cuestionario. El propósito del mismo es utilizarlo como fuente de referencia para un estudio que vamos a preparar como requisito del curso EDPE 4006 de la Universidad de Puerto Rico Recinto de Humacao. Interesamos conocer mejor los intereses y preocupaciones de nuestros estudiantes para poder contribuir más efectivamente en su desarrollo académico. Toda información brindada será utilizada con estricta confidencialidad y con el único propósito de realizar el estudio antes mencionado. Agradecemos tu cooperación y la pronta devolución de este cuestionario. Muy cordialmente, __________________________
CUESTIONARIO Parte I. Información Personal y de la Familia 1. Nombre del estudiante: ________________________________ 2. Sexo: ___________ 3. Grado: ________ 4. Fecha de Nacimiento: __________________________ 5. Edad: ___________ 6. Dirección: ________________________________________________________________________ 7. Vives en: ____urbanización ____zona rural ____ condominio ____ residencial publico ____ otro 8. Pueblo en que naciste: ____________________________________ 9. ¿Has vivido fuera de Puerto Rico? _____ Si _____ No ¿Dónde? ___________________________ 10. ¿Con quién vives? ____ a. padre y madre _____ c. madre ____ b. padre _____ d. otros: _______________________ 11. Número de personas en tu familia: __________________ 12. Nombre del Padre: ___________________________________ Edad: _________________ Ocupación: _____________________________ Escolaridad: ____________
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Appendix I: Questionnaire
13. Nombre de la Madre: ________________________________ Edad: _________________ Ocupación: _____________________________ Escolaridad: ____________ 14. ¿Estas embarazada? _____ Si _____ No 15. Tienes hijos? _____ Si _____ No Cuantos?___________ Parte II. Información Relacionada con la Escuela e Intereses Personales
16. ¿Cuáles son tus programas de televisión favoritos? a. _______________________ b. __________________ c. ____________________
17. ¿Cuál es deporte que más te gusta? _______________________________________________
18. ¿Utilizas la biblioteca de tu escuela? ___ Si ___ No
19. ¿Tienes computadora en tu casa? ___ Si ___ No
20. ¿Tienes acceso al internet? ___ Si ___ No
21. Clase que más te gusta: ___ español ___ inglés ____ matemáticas ____ Est Soc. ___ciencias
22. Clase que menos te gusta: ___ español ___ inglés ____ matemáticas ____ Est Soc. ___ciencias
23. ¿Qué te gustaría estudiar en el futuro? -
_________________________________________________
24. ¿En qué asignatura tienes mayor dificultad? ___________________________________________
25. ¿En qué asignatura tienes menor dificultad?
___________________________________________
26. ¿Te gusta: ____ leer, ____ oír música, ____pintar, ____ estudiar?
27. ¿Cuál es tu pasatiempo favorito? ______________________________________________________
28. Medio de transportación que utilizas para ir a la escuela:
___________________________________
29. ¿Usas espejuelos? ___ Si ___ No
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30. ¿Asististe a Kindergarten? ___ Si ___ No
31. Enfermedades que has padecido: a. _________________________ b. __________________________ c. ____________________________
32. ¿Asisten tus padres a reuniones de la escuela? ___ Si ___ No
33. ¿Te ayudan tus padres con tus asignaciones? ___ Si ___ No
34. ¿Perteneces al Programa de Educación especial? ____Si ____No
35. ¿Estás en algún club o equipo de deportes en la escuela? ____Si ____No ¿Cuál?
____________________ Preparado por: Dr. Carlos Báez Revisado por: Dr. Aníbal Muñoz Claudio
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