High School Observation

In 1980, 18 schools reported a total number of 6,700 students. Of the 6,700, 5,042 students were Non-Hispanic White, 1,655 were Non-Hispanic Black, 0 Hispanic, and only 3 was Asian. In 1990, 20 schools reported fewer students of 6,202. Of the 6,202, 4,392 were Non-Hispanic Whites, 1,798 were Non-Hispanic Blacks, 6 Hispanic, and 6 Asian. In 2000, 22 schools reported a total population of 5,410 students. Of the 5,410 students, 3,641 were Non-Hispanic Whites, 1,540 were Non-Hispanic Blacks, 56 were Hispanic and only 1 was Asian.

Houston Elementary is a predominately white school. 413 white students are enrolled in Houston Elementary, which is nearly 98% of all students. This is most likely due to the fact that many of the current residents in Houston are part of a family who has been in the Ozark area for many years. Although the population in Houston is mostly composed of white families, there are families from different ethnic backgrounds present. The Elementary school has two black students enrolled, two Asian students, and two Hispanic students. Therefore, all together 1.5% of Houston’s elementary students are from an ethnic race different from that of the white students. Many of Houston’s students are faced with poverty; this means that the students’ families are dealing with financial challenges which are often due to loss of jobs or lack of available work. This financial strain can make it difficult for families to afford to pay for their children’s lunch every day. This need is the result of a program which offers free or

Panther points. I read this chapter with both of my observations in mind. My observation in North Minneapolis with Erik, at the middle school, at first seemed like I wasn’t going to learn anything. However, I think I have seen the example of what NOT to do in a school environment. My co-operating teacher along with all of the teacher’s in the middle school have decided to give Panther points out as a way to positively enforce good behavior. Eric’s yellow and red card system, followed by removal from class was used as the reinforcement of bad behavior. I directly witnessed a kid, let’s call him Marcus. On day one he was helpful in helping other kids with projects and was given a Panther point for his awesome leadership. On day two he even stayed after class to clean up and pushed many chairs in to straighten up. I even commented he was so well behaved when the rest of the students were out of control. On day three I saw a change. Marcus was told by Erik the co-operating teacher, that he should be doing these respectful and nice things without the Panther Points awarded as Erik had given him a lot of points throughout the days. This child turned his attention not in a good way. His behavior went from model student back to disruptive in one twenty-four hour period. Why? Toshalis writes the answer, “….students reach the following conclusions: nothing is worth doing unless it comes with a reward.” (Toshalis. p. 281)

Silas Willard elementary school is mostly populated with students that are white. Hispanic and black students are the next two ethnicities. There is a 57.4% of kids coming from a low income family, which is awfully sad because that is more than half the students. The kids with limited English is only about 3% so that shouldn’t really be an issue. It says only 5% are homeless which seems pretty low, but could be something that they could fix in the future. The mobility rate is pretty low at 12.5%. The student attendance rate is at 94% which I think is really impressive. I think that demographic wise, the children the issues seem to be pretty low, so I feel like there shouldn’t be too many challenges for them. The class size for this school

In this paper I will discuss an interview that was done with a pre-k teacher. I will also focus on the observation in which I observed regarding the program, environment, teacher guidance and classroom interactions. The interview and observation took place for forty minutes. While observing I was able to the creative curriculum.

Since I do not teach at a school, my only frame of reference is the school my oldest son goes to, which is Booker T. Washington High School for the Performing and Visual Arts in Dallas, Texas. Booker T. High School currently has a 99% graduation rate with 96% of graduates proceeding on to higher education. The school has a total enrollment of 913 students, of which, 28% are male and 72% are female. The current racial composition is 42% White, 30 % African-American, 24% Hispanic-American, three percent Asian-American/Pacific Islander-American, and one percent Native American. Twenty-two percent of students are considered “economically disadvantaged” and 19% receive free or reduced lunch. Only one percent of the student body

One day in middle school, the whole 8th grade class got to go to the gym because their teacher was out for the day. Everyone knew the gym was were the bullies came to harass the other kids. The 6th graders were sitting across the gym just minding their own business, no one really ever bothered them, unless they came to the 8th graders side of the gym. There were always a few of the kids that would happen to linger across sides and the inevitable always tended to happen. They never really saw a big deal with it, other than it being sitting with the older kids. Two of the older girls were sitting at the top of the bleachers, while the younger two had come over and sat almost at the bottom of the bleachers. Even though the 8th graders were supposed

At the high school, grades 9-12, the student population is 570. At the elementary level, the student population is approximately 46.5% Caucasian, 50.1% Hispanic, 1.9% African American, 0.5% Asian, and 0.5% Native American. In the elementary building, 72.3% of the students are from low income families and labeled as Low SES, and 34.3% attend English Language Learner (ELL) classes.

I observed a high school class in Broken Arrow on March 28th, 2018. The class that I was in was comprised of sophomores, juniors, and seniors. It was a self-contained level two class. I arrived at 8 a.m., but it was late start Wednesday so were only a few students in the class at the time. When I first arrived the paraprofessionals in the room did not acknowledge me, I found out later that they thought I was a peer tutor. I thought it was strange that they did not know which peer tutors were there every day. Although after I spent the day in the room, I learned why they did not know which specific peer tutors were theirs. There were between 5-10 peer tutors come in every hour. There were only three in the room when I arrived, during late start

I am teaching U.S. History at Merrillville High School. Though having one or two students who are on the college-bound trek, the classes are the general trek of courses. In my classes, African-Americans make up the largest portion of the population at 60% while Hispanics are second with 18% and whites are 13.8%. Correspondingly, according to city-data.com, the student body broadly reflects the demographics of Merrillville. This, in contrast, is markedly different from the demographics where I attended high school; La Porte High School. In the La Porte School system, whites are the majority at 79% followed by Hispanics at 12% then, African-Americans at 2.8%. Similarly, the demographics of the La Porte are also reflected in the

During my second year of middle school, my parents thought moving to Mexico would be a marvelous idea. A month later I found myself in a small hamlet called San Cristobal. My mother mentioned how much she loved attending middle school there and that pretty soon I would too. My first day of school I noticed strange behavior among the teachers; they were all gathered near a vehicle scoffing at the students. I disregarded the incident thinking it was simply a bad morning for them. Once class had begun-for the whole seven hours-my teacher did nothing but teach us fourth grade math. The level of progress in which the students were in baffled me because at their grade level the adequate math would have been Algebra. Once the students were dismissed,

Observing at Mahopac Middle school taught me a lot. I learned how important a motivating opening to a lesson was. It set the stage for the entire lesson and had students engaged from the very beginning. I also saw how group work allowed students to discuss ideas and help each other. I also saw how a teacher used different forms of instruction to teach a lesson. The teacher used group work, discussions, use of primary quotes, and a video to teach the lesson. The teacher also used effective questioning to get students thinking and brainstorming. I learned a lot about teaching Social Studies during my visit.

The Learning Center in Lakeland offers low income families an opportunity to send their children to a summer camp that will prepare them for reading in Kindergarten. They were kind enough to allow me to actually volunteer and interact with the children for 16 hours. The inside of the church school was pristine and the overall appearance was of a new and well maintain center. The first day, I was extremely anxious and nervous because they were going to let me read to the kids and teach them some vocabulary. According to the lesson plan handed to me, we were going to be working with Nemours and that first day we had to sing a song and dance with the kids.

My first inclination is to verify with my supervisor if I can join the observing team as I am very hands-on when it comes to assigning and delegating tasks. In order to properly observe at least 75% of the teaching staff, a fourth observer is necessary. I would be more than willing to take on that role and to focus on the ELL push in/Owl Hours. If approved I would add to the already created observation schedule. I assigned observer A to go in on a Thursday to the Middle School classes. The observer’s experience in Middle School and Social Studies will be put to great use this way. I wanted at least one observer to see what the environment is like on a half day. Furthermore, the half-day schedule allows for more ease in changing between

I attended a LAUSD School in Bell, California. Our school name was Bell High School, I attended this school all four years of high school. My freshmen year we had roughly four-thousand attending school and as a result, classes had approximately 30-36 students. According, to the School Accountability Report Card this past year 2014-2015 we had a school population of 3,256 students. I could personally say this number is accurate as a result of the school encouraging the surrounding cities around Bell to make High Schools to reduce the student population that we had up until around 2015. The majority of the school student population is Hispanic at 96.9% and the second highest coming at 2.5% being white. Not surprising at all I never really had