Hanscom Middle School Observation Report

I will be observing a seven-year-old child for my project. What I have learned from being a parent and watching my kids as they grow up the social emotional, physical and intellectual changes that occur in children between birth and the end of adolescence are that they all progress at individual intervals from dependency to increasing individualism. Because these developmental changes may be strongly influenced by genetic factors and events during prenatal life, genetics and prenatal development are usually included as part of the built in parenting skills we all possess. When children are born they have no sense of fear but quickly develop a fear of what

I observed a sixth grade classroom (eleven to twelve years of age) at a middle school in Ringgold, Georgia. The classroom seemed to be fairly even in regards to how many children of each sex were in the classroom. The majority of the students were white with a few african american and hispanic children among the mix. The sixth grade classes did not have enough employees to only teach one subject therefore, the teacher that I observed taught language arts and mathematics. The first thing you notice when you walk into the classroom is the mathematical shapes all along the upper wall like a wallpaper border. These shapes were projects from her students in the years before. The next thing that you’ll notice is the way the desks were set up. They were set up in three separate groups. One group of around twelve desks faced the

To set the demographics, Lacy Elementary School is a 60-year-old neighborhood school. Originally built to accommodate 500 students, the school is now over capacity, reaching a high enrollment of 650 students. Located in an urban school district, a majority of the students qualify for the federal breakfast and lunch program. The district has recently experienced a new rezoning, and in result there are buses now bringing 200 students from the surrounding neighborhoods to the school. Lacy Elementary opens its’ doors at 7:30 a.m., although school doesn’t begin until 8:30 a.m. Teachers are not required to report to school until 15 minutes prior to school beginning, however, teacher assistants or paraprofessionals are paid a stipend to supervise students before and after school. Although they have this opportunity, there are only two individuals who have chosen to supervise in the breakfast program. To provide additional assistance, PTA volunteers and administration are currently helping supervise when able.

On August 5, 2016 at 6:20 am I held Aaron Mills after the morning check in to discuss a situation that arose at Annandale High School. Present at the meeting was Craig Carney, Liaison and Steve Passino, HVAC Supervisor. The previous day Aaron was responding to a service call for the Athletic Directors office area Rooftop B1. Upon arrival at the jobsite I twice questioned Aaron if he had thoroughly checked out the Rooftop unit. Aaron responded “YES”. I then asked if he had checked the Freon charges in the system and Aaron responded “NO” as this is critical to a units operation. Prior to our arrival Aaron had informed Joe Lanham and Ed Bowler that everything was checked out on the Rooftop unit. While inspecting Rooftop B1 Steve Passino asked

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.

For this scenario, I am a general education 6th grade math teacher, at the amazing campus of Our Lady of the Lake Middle School. The school that I work for has 8 periods each day, and I teach 6 out of those 8 periods. The classes do range for each period, but I roughly have 23 students in each class and with a diverse set of students; Hispanic (50.1%), White (40.8%), Black (4.8%), two or more races (3.1%), Asian (1%), and Pacific Islander (.2%). At Our Lady of the Lake Middle School the student’s population is broken down to 46% females and 54% males that attend the school. Socioeconomic details for the school is broken down to; eligible free lunch (43.3%), eligible fore reduced lunch (8.2%), and ineligible for free/reduced lunch (48.5%).

In high school, I had a broad understanding of my own classmates’ identities. The things that made them who they are were commonly known. This included socio-economic background, religion, where they lived, and what their parents did for a living. We each had various attributes that played into how we learned, or interacted. Despite our differences, we overall were very similar in the pure fact that we our parents were dedicated to our education, and thus sent us to a private school. Observing at Clay High School, I have seen how different this factor may be other students. The class which I observe is a remediation course. This means that the students are under their reading levels, and may come from backgrounds where parents are not as involved. These kids have bigger things to worry about than a grade. Also, I have noticed that public school teachers may have a different approach than private school teachers. They have a bigger class ratio, which means that an individual relationship with students is harder to maintain. Overall, I have observed how diversity and various environmental factors play into student development and how the teacher acknowledges this.

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

I think that attending Towson High School and being a part of its Law & Public Policy program has definitely changed my perspective and opinions. Towson High School, a predominantly white school, was very different for me because I'm not a localite and I'd only attended predominantly black elementary and middle schools. While I have been able to recognize prejudice at Towson, as someone who is politically liberal in a highly diverse magnet, I have managed to work with, get along with, and befriend a magnitude of students and contributed to conversations that expand everyone's worldview.

It is quite different at Madera High which has a lots of brilliant minds and kids with dreams, and many diverse personalities, that all want to according to the general opinion, all want move as far from Madera as possible when they graduate.

I observed a young girl name Julianna at her home. As I arrived at her house and knocked on the door she greeted and opened the door for me. She was happy to see someone different other than her mother’s. Julie was full of energy even though she just got back from school. Well right away she took me to see her pet bunny named “beast”. When I was done seeing her pet bunny, I came to the dining table. I interviewed Julie’s mother to get some insight of how she was when she was a baby till now. The first question I asked to Julie’s mother was, “How was her pregnancy?” She responded, “Like any other normal pregnancy, I had morning sickness, craving for oranges.” Julie’s mother told me during her four month of pregnancy she got sick but luckily

Saginaw High School is a co-ed, public school in Saginaw, Michigan. SHS holds classes for students in grades 9 through 12. There are about 600 pupils enrolled and the student-to-teacher ratio is 15:1. The gender divide is 51 percent female and 49 percent male. It's part of the City of Saginaw School District. The graduation rate is 81 percent. State assessments show 37 percent of pupils are proficient in English and 24 percent are proficient in Mathematics.

Field observation this week was kind of hard. After working with the kids its really hard to know that I will not be working with them again for a while. I really enjoyed getting to work with the kids and learning from Mrs. Morfit. I have been an assistant aid, an a P.E. Teacher and a parent ant the Crestone Charter School but it has been interesting to see the school from another side.

On Wednesday October 25th I went to the Multnomah County Library on 49th and woodstock to do my Fieldwork Observation assignment. I left directly after school and took the number 10 bus, to Woodstock Park which I walked through. I arrived at the library at 2:48pm I used the restroom then took a seat in the back right of the room. The reason for this seating choice was so I could see as much as the room as possible. I didn’t officially start the time until 2:51pm.

I chose Vashon high school, which is the nearest high school to me. When looking at the data for Vashon I went back three years. The total discipline incident rate per 100 students in 2013 was 89 (9.90%), 2014 103 (11.90%), and 2015 173 (26.80%). As you can see in 2015 there was a very noticeable increase in incidents. 2015 saw a major increase in violence in the city of Saint Louis specifically inner city, predominately African American neighborhoods, I would question whether or not this had any effect on delinquency in schools, when children are exposed to violence they may act out hence the increase in incidents. Next I looked at the dropout rate, in 2013 27.30% of students dropped out, 2014 32.90% and in 2015 44.30% of students dropped