Field Motivation And Field Observation

I teach first grade at Lowe Elementary School; my class is made up of twenty-four very diverse seven year-olds; they come from all over the city of Louisville, from a variety of socio-economic situations. Each student brings a unique personality to our classroom community, and they all work hard to become “smarter and smarter” and to “go to college”. Thirteen students are boys and eleven are girls. Of these twenty-four students, three of them are English Language Learners. Additionally, eight students receive tier two interventions and two receive tier three interventions in reading. In math, five students are tier two and four are tier three. I also teach one student who receives ECE services for a developmental delay. Within my class there is a wide achievement gap.

Just because a student goes home at the end of the day doesn’t mean him/her should stop learning. The family’s role is to work with the child while he/she is at home and help him/her with homework, read to him/her, and make sure he/she is in a safe environment. The family should allow their child to think for themselves and have their own opinions. They shouldn’t try and force their child to learn something or do things their way. The family can also help me by discussing any problems they are having with their child and any concerns they have about the content or my teaching style so I can better myself. If the family becomes involved in the classroom it makes everything easier because you can communicate better and let the parents know their child’s progress. The community’s role is to work with the children and to make sure schools are safe, rules are followed, and to make sure the children are learning even outside of the school. The community could get involved by volunteering, fundraising, and assisting in the classroom. The community and family participating in these things would help me succeed in giving the students the knowledge and skills they need for the future, and it also helps create emotionally healthy

If they move and have to go to a new school, make new friends ect. As a parent or teacher you can comfort them and let them get used to where they are and not feel nervous or scared about being somewhere new and unfamiliar and help them to make friends, by asking them to join in activities, join an after school club or an out of school club where they will meet new people and get to know

I am currently teaching second grade in an urban charter school in Cleveland, Ohio. My classroom has twenty-three students, twelve boys and eleven girls. There is one student in my classroom who receives special education services and four students receiving Title 1 interventions. My students are extremely social which leads to the use of small group and partner learning. The socialization has lead to some struggles with behavior and student independence this year.

The organization has these issues to consider. Although coming up with the necessary resources and the ways to manage the structure of bringing this information to the kids may at times be tough, but there are several ways to organize the structure. It is our belief that the services that are offered can be divided up into departments, and this in itself will help our employees to focus solely on the work they have been assigned. The first steps taken could be advertising the students of their need for the help that this organization will be offering, and there could be a team made to do that specific duty. The next step would be the enrollment process where we are enrolling the students in these programs as well trying our best to convince them that this is not going to be a waste of their time and could have great benefits to their future. Since many high schools drop outs have lost the sense of responsibility in caring about their education, it would be important to have a team dedicated to explaining to them how hard it is to get a credible job without a high school education and the appropriate skills. Although there are a few disadvantages of dividing the departments into categories such as losing touch with the person you brought into the program, the advantage is that they could meet a lot of people that are trying to help them and it would boost their self-esteem and help them to realize that they really are important and that people really do

A majority of the students in Middle Tennessee Public Schools come from a low- income family household. The school in which I work, Clearview Middle School is not only low- income, but is also a “priority” school. Priority schools are in the bottom five percent in being in the category of lowest- performing in the school district. The population of students at Clearview Middle School are majority African- American, but the cultures among the school are rich and diverse. Many students at Clearview Middle School have high potential of achieving great academic success, but fall short due consistent classroom disruptions throughout the day.

During this time, we had a small conversation and were able to gain the trust from these children. This program was to show these kids things they had to look forward to in school and give them a role model that they might not have at home. The most rewarding program for me was JROTC, which is a military style extracurricular that I submerged myself into during my freshman year of high school. Through this, I was actively involved until I graduated high school, and from time to time I do go back and talk to the class about the accomplishments I have made. Many kids joined JROTC because they were problem children and needed some discipline because they wanted a future in the military, or because it was just another class to take. During my junior and senior years of high school, I noticed just how many of these kids were behaving badly because that was all they knew. Instead of being like most people and yelling at them to “get their act together” I talked with them and tried to understand where they were coming

Many of the parents have little academic attainment of their own, and are in need of academic support for themselves and for their children. Nearly all of the students come to the school from relatively low performing inner city public schools, where quality after-school and summer programs have not been available to them. They come to Freire Wilmington generally far below their peers in the state academically, and they are in need of more academic learning hours, more enrichment opportunities, and more opportunities to develop social skills and leadership abilities outside of the regular school hours. In short- they are caught in the cycle of poverty, and need a boost for themselves and their parents in the form of positive, extended, inspiring learning opportunities beyond the relatively few hours that can be provided to them during the school day and

Currently, I am student teaching at Alfred E. Zampella PS #27 School in the district of Jersey City. The school is located in a busy city, next to John F. Kennedy St. which is especially busy in the morning and during rush hour. This results in several late students on a day to day basis. On the other hand, this school is also highly accessible and as a little over a thousand students. The school has grade levels from kindergarten to 8th grade, and has a mix of general, special, and inclusion education classrooms. Typically, families that enroll their students into this school are of lower-middle socio-economic class, and tend to be majority Hispanic, Indian, and African American, with few Caucasians and Asians. This school provides a variety of special programs for their ESL students and special need students. Students may be offered speech language pathology, occupational therapy, physical therapy, ESL programs, reading recovery, and counseling.

In her article, Bearers of Hope, Julie Landsman (2006) reviews the tools and techniques that educators must have to be successful when teaching students that have poor living conditions. The number of students living at poverty level or below poverty level condition is rising. These students do not have access to the resources that other children may be able to obtain. Due to this factor, people seem to place limitations on students that have no control over the circumstances in which they have been placed. These children are capable of learning and succeeding. Teachers have to believe in the potential of their students and make accommodations for each student’s situation.

The middle school I am currently working at has the highest minority rate in all of KISD. We are a low socioeconomic campus, and a large number of students I deal with come from broken homes. A large number of students only have one parent in the home, or they live with relatives. I have had students tell me they did not sleep the night prior because there was a fight in their home. I have had students tell me there was no food because mom used the money for alcohol or drugs. I have had students come in the next day crying because a family member was shot the night prior. The kids in my school also tend to move every six months, because that is when the lease is up, and the parent can’t pay the net bill. The truth is a large number of these

The students and staff alike work together and collaborate to make the learning and experience of school meaningful. The teachers in each grade band are close and have been working together for many years. Even though the school is only 15 years’ old many of the teachers have been here for seven or more years. The kids are all different in everything to culture to learning types. The students in the class range from kindergarten levels all the way up to about 9th grade levels, even though this is a special education class. We have seventh and eighth grade students only in this class. There is one student with Downs Syndrome, a few with a specific learning disability in reading, math or both. We also have a student in because he is the “trouble kid”. This specific individual is incredibly smart but he has behavior problems and he can be difficult to teach or otherwise have in class. The atmosphere here in the class is different than in the individual classes. There is none of the regular gatherings of students in this class. Everyone is helpful, caring, accepting, kind and joking with one another.

As a parent it is time to take a step back to encourage and allow your son/daughter to independently take responsibility for their academic lives. Once a student leaves Lexington High School and

When I start the school year, I was on food stamps. There are a lot of students who feel like they are not as important as other students because they cannot afford expensive things. I make sure that I let the children know that you always have an opportunity to turn your situation around. I might be on food stamps, but through a good education, I can position myself to make more money. I acknowledge the students who mess up but start making good choices. I give students second chances so they know all hope is not lost when a bad decision is make. These actions let the students know that not only do I care, but I also forgive, and hold them accountable for their actions. I always say make good choices, it is never too late to start. If the student does not want to follow instructions, I ask if it was worth it after they are in trouble. Then, revert back to single mother mode, I discuss how being a parent is hard and a misbehaving child makes it harder to motivate the child to do

This population faces many social issues being: Poverty, racism, sexism, mental health issues, drug addictions and ageism. Each one effects a child in a certain way. Many of the children in CIS’s population are impacted by poverty. “Poverty is broadly defined as exclusion, e.g., from access to health care, social participation, and decent work.” (Poverty, par 1). Poverty is the most common social justice issue in our population, as over fourteen million minors are living in poverty. Many of the children CIS serves are of color. Being of color and living in poverty is already a barrier which is why it is important that CIS does everything to empower their students to have a successful high school career and life. While multiple students of