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Ms. Corzo’s Classroom Edit display name

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I work in a Title I school where the majority of our students are on free or reduced price lunch. We also have a high number of English Language Learners. I teach bilingual 3rd grade where I am working with my students in improving their listening, speaking, writing, and reading in English. Currently, I have 27 students and only 3 desktop computers. Our school and district are incorporating more STEM (Science, Technology, Engineering, and Mathematics) into our lessons. Our science specialist holds a yearly STEM competition for the entire school. We have also started a Robotics Club for those who have shown interest or talent in STEM related challenges. Several of my bilingual students participate in the Robotics Club and I am their leader. I want to encourage, motivate, and engage them in STEM related activities so they can possibly pursue STEM related fields in the future. They love learning, trying to solve problems, and thinking critically and I want to continue to foster that.

About my class

I work in a Title I school where the majority of our students are on free or reduced price lunch. We also have a high number of English Language Learners. I teach bilingual 3rd grade where I am working with my students in improving their listening, speaking, writing, and reading in English. Currently, I have 27 students and only 3 desktop computers. Our school and district are incorporating more STEM (Science, Technology, Engineering, and Mathematics) into our lessons. Our science specialist holds a yearly STEM competition for the entire school. We have also started a Robotics Club for those who have shown interest or talent in STEM related challenges. Several of my bilingual students participate in the Robotics Club and I am their leader. I want to encourage, motivate, and engage them in STEM related activities so they can possibly pursue STEM related fields in the future. They love learning, trying to solve problems, and thinking critically and I want to continue to foster that.

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