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I have a diverse group of 9th and 11th graders who attend a large, urban high school. The majority of my students are African American, but I also have a small percentage of international students, white students and Mexican-American students. The school as a whole is also diverse. The average daily student enrollment in 2010-2011 was 734 students. The majority of the student body, 80.6 percent, was Black, non-Hispanic, 6.8 percent was Hispanic, 1.4 percent was Multi-Racial, and 10.6 was percent White, non-Hispanic. My students are motivated to learn, and have particularly enjoyed the service-learning project we have done with a local community garden. With this project, I help my students make connections between reading, writing and their communities. The work they have done in the garden is truly remarkable and has garnered the attention of local universities and news stations. Further, the connections I have been able to facilitate within our classroom have been transformative.

About my class

I have a diverse group of 9th and 11th graders who attend a large, urban high school. The majority of my students are African American, but I also have a small percentage of international students, white students and Mexican-American students. The school as a whole is also diverse. The average daily student enrollment in 2010-2011 was 734 students. The majority of the student body, 80.6 percent, was Black, non-Hispanic, 6.8 percent was Hispanic, 1.4 percent was Multi-Racial, and 10.6 was percent White, non-Hispanic. My students are motivated to learn, and have particularly enjoyed the service-learning project we have done with a local community garden. With this project, I help my students make connections between reading, writing and their communities. The work they have done in the garden is truly remarkable and has garnered the attention of local universities and news stations. Further, the connections I have been able to facilitate within our classroom have been transformative.

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