My Observation In Middle School

Since completing the Agency Observation Checklist, I have taken a deeper look into the district I am currently employed in and the inequities that exist in its policies and practices. South Middle School is part of the Wentzville R-IV School District in Wentzville, MO. Wentzville is about 40 miles west of St. Louis and is considered a suburban city. Wentzville has grown significantly since 2010 and is continuing to rapidly grow. Wentzville School District currently serves close to 17,000 students. There are three high schools, three middle, schools, ten elementary schools, and one early childhood center. I work at South Middle School and have focused my observation and analysis on the English Language Learner structures

I attended Rudd Middle summers school program for EL students. I witnessed students from 3rd grade to high school students. The location of Rudd Middle School is within the city limits of Pinson, Alabama. Rudd Middle School is one of 9 middles schools within the Jefferson County Board of Education. Pinson, Alabama exact location is 33°41′11″N 86°40′55″W/ 33.68639°N 86.68194°W. Pinson is approximately 7 square miles. Rudd Middle School is a rural community. You can find the school surrounded by a nicely laid out neighborhood. The school has a small town community feel to it. The technical building is an older structure that seems to need to be replaced in the near futrure. The classrooms were average, but many of the instructors were

West is next for the 8th graders at Hadley Jr high. With only a month left in the school year 8th graders are getting more and more anxious. Last Friday students went to a dance at Glenbard West. They got to meet the sophomore and students from other schools.

I shadowed my Pastor for two days. Monday was our first day together. Pastor Miller had just returned from a week long youth mission trip the previous day, therefore he had quite a bit of catching up to do. Most of the day consisted of making and answering phone calls and responding to emails. The majority of these calls

For the third observation, I made changes to grammar and fixed my sentences so they could flow better. I started by breaking the third sentence into two in the subjective portion. I did this so that the sentences could remain clear and flow. Next I changed the words "seen alone" to "one on one" to keep a professional tone in explaining that the client was seen by the clinician alone during the therapy session. In the subjective portion I also added details about when the client had his stroke, the effects of his stroke on his facial muscles on his right side, and his personality. For the objective section, I made changes in the spelling of the clinical term rote and used the term "tactical cues" to describe how the clinician helped the client

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)

Coming from a small town, your peers are pretty homogenized. Attica is hardly regarded as a diverse environment. So it is actually pretty exotic, for lack of a more politically correct term, and refreshing to hear so many different accents and languages, seeing so many different religious groups, people of every color, encompassing so many different interests, all around my age, grouped into one place. There are a couple thousand or so students in my graduating class, compared to about 80 when I was in grade school. I hope to build lasting relationships and friendships with people who didn't necessarily come from the same exact environment as

My second observation also took place at Benito Juarez, a middle school located in Crystal City, Texas. I observed Ms. Balderas sixth grade science classroom. Even though some of her classroom management methods were questionable she had some teaching strategies that were effective. She also motivated students by giving them extra credit to improve their six-week grade. All in all, the teacher had some effective and ineffective methods to manage and teach the classroom.

My child and I understand that they are required to attend Friday School appropriately dressed (no red or royal blue, no sagging or bagging pants, nothing that shows the midriff area or

When in an area that is dirty, we are less conscience about making a mess than in an area that is pristine. Shanty town was once a wonderful small town until corporations such as the shell company began illegally dumping into the environment. Since then the town's residents have suffered the repercussions. In the reading, A 9th-grade classes were given cameras to take pictures of things which bothered them about their neighborhoods, the results were quite a revelation.

At Harvard Middle School, a big, clean, fancy school, in class C103, a teacher named Mrs. Price holds up a old, dirty, red sweater and asks, ‘’whose sweater?’’ While she was holding the ugly sweater by its collar, she looks at Rachel. She walks over to Rachel’s desk and slams the red sweater on her wooden desk. Rachel said to her, ‘’this is not mine.’’ Mrs. Price replies, ‘’ of course it’s yours I saw you wear it one day.’’

I conducted my observation at a public middle school in an urban setting. The class that I observed was a sixth grade self-contained class. The class was small, containing about fifteen students, the teacher and a teacher aid. The teacher taught the students English, which included writing and reading but also helped students with math. In the classroom the desk were put in groups of four so that the students were facing each other. There were bins in the back of the room that help their individual folders and reading books along with the teacher aids desk. The teachers’ desks were set to one side of the classroom and in the front were a chalkboard and an interactive white board.

The father discussed the issues of educational decision making for Sofia. He reported that the child attended pre-K at P.S. 3 Charrette School. He indicated that she is currently in the third grade. Mr. Dean reported that there have been no learning, attentional or behavioral problems for the child until recently. Mr. Dean reported that Sofia teacher stated that the child has attentional issues. He indicated that the teachers has never made any reference to Sofia having learning issues.

I entered into the worship service, unaware of what to expect. I was not familiar with this church, it was a non-denominational church, but the pastor had his roots in the A.M.E. Zion Church and branched out to establish his own church. I walked into the sanctuary prepared to participate in the Sunday School. I found a seat and readied myself to engage in some meaningful discussion. After sitting for several minutes, I asked one of the gentlemen who was standing at the front of the church if they had already started and where was the lesson coming from. He looked at his watch and indicated that he didn’t know if we had time for Sunday School. A puzzled look came over my face and I couldn’t help but express my confusion as I looked at

During my observation time in a kindergarten classroom, I have noticed that the students have a wide variety of abilities, attention spans, interests, and love for learning. When it comes to the teacher’s instructional strategies, she intentionally takes into consideration all of the above characteristics to make sure each student gets what they need to be most successful. During lessons students are engaged because of the teacher’s ability to implement interests of the student’s into things and giving them options. If an error occurs during a lesson, the teacher normally, allows for the student who got something wrong to try again, or to call on a friend to help them out. This way the students are still giving the answers and not the teacher just telling them the information. The teacher chooses a lot of small group instruction and centers where she can work with a small group, but then, easily monitor all the other groups to make sure they are on task and doing their work.