High And It Is An Alternative School

I teach in an eighth grade classroom that is set in a Jr-Sr. High school. It is located in the Jr. High hallway, near the rear of our high school. I have thirty-two student desks situated in rows and two small tables at the front of my room used for paper pick up. I painted my room a turquoise beach blue and it is decorated with various beach themed paraphernalia. I also have many inspirational quote posters up around my room, hoping to engage my students into deeper thinking. The students all have their own Chromebooks and I have a desktop computer as well as a Samsung Tablet. Many computer applications suited for 1:1 schools are used in our building. We begin our day at 7:40am with a zero period for professional development and meetings. The students have seven, forty-five minute periods beginning at 8:20am and continuing until 3:15pm. My classes include four “regular” English classes, one “Honors” class, an Essential Skills class that rotates every week with two other teachers, and a prep period. My duties throughout the year consist of sponsoring the Jr. High Student Council as well as parking lot duty for two weeks during second semester. We adhere closely to the Indiana State Standards and use the ISTEP and NWEA mandated assessments. We, as teachers, are given free rein to teach how we see fit; however, we were asked to submit curriculum mapping outlining the content/topics, key terms, sources/resources, assessments

Currently, Brian is enrolled in school full-time at Chesapeake Juvenile Services receiving 12th grade level services. He has been in detention since February 2017. In the last three months, Brian has attended school regularly and there has been an overall improvement in his behavior. Brian 's performance at school is good, averaging C or better. Brian 's general attitude toward education is positive; he believes there is a definite benefit to his education and believes the school environment is encouraging and supportive. Brian has a history of disciplinary problems. Prior to his current detainment, Brian has received two out-of-school suspensions, one in-school suspension and one expulsion; he was first expelled at age fifteen for his

I teach eighth grade Language Arts in a Jr-Sr. High school that is located in a predominantly farming community. My classroom is located in the Jr. High hallway, in the rear of the high school. Within my classroom, there are thirty student desks situated in groups of 6 with two small tables at the front of my room that are used for paper pick up. My desk and a computer desk are in the rear corner of the room. The students all have their own Chromebooks and I have a desktop computer as well as a Samsung Tablet. Which allows for a lot more diverse learning. Google Classroom is used daily as well as many other applications suited for 1:1 schools. In addition to my computer I have a projector hanging

Houston Elementary School is a small school in a rural area. Many of its students are stricken with poverty, and find it a struggle to cope with day to day life. Teachers and staff do their best to aid the students in this however they can. They modify their instructional methods to where students feel comfortable, they provide food for the students to take home over the weekend, and they do their best to ensure that every student is being cared for.

Most people might view St. Charles High School as a typical high school. However, another perspective of St. Charles High School may be a cosmopolitan canopy. According to Elijah Anderson, in The Cosmopolitan Canopy, a cosmopolitan canopy is when diverse people interact. However, tension among the people is expected. St. Charles High School is a cosmopolitan canopy because it is diverse, comfortable, and civil.

It is important that Kelsey High School meets the needs of all the students they serve daily. The High School provides opportunities and programs including Advanced Placement and Honors courses. The school also offers a variety of vocational classes.

I have been able to spend the past four years of my life learning and exploring at Belding High School. The teachers have done a wonderful job doing more than just teaching an obscure algebra equation or history fact, but about life and how much those four years are going to affect my future. Belding has a few areas to touch up on, but overall it has a positive influence on my decisions and emotions.

We will teach a third grade class located at PS. 31 in Staten Island, New York. The classroom has a total number of 27 students; 15 girls and 12 boys. The classroom is ethnically diverse. Most of the students in the classroom are African-American, Haitians, Chinese and Portuguese. Even though the classroom is considered as a general education class, they are few students with learning differences, such as: visual, auditory, kinesthetic and linguistic.

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%).

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.

The author seems to feel strongly that Collegiate Preparatory High School is a superior high school to Exover Academy. Before I present a well-reasoned critique of her argument, it is important to note that the author is a parent of a Collegiate student. This suggests she could hold a bias in favor of Collegiate, especially considering that she is arguing in favor of Collegiate. Perhaps she wants to justify her decision to send her child to Collegiate - clearly no parent wants to feel that they sent their child to the worse school, so she may be enacting psychological mechanisms to bolster her self-esteem. With this in mind, we may begin to critique her argument.

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.

Since my time at Sparks Elementary I have only been able to observe two routines that my mentor teacher has done with the other 3rd grade teacher’s. To start off the morning, Mr.Locklear meets his class in the cafeteria to greet them before the day get’s started. The teachers then instruct the student’s to set their backpack’s in their designated area and take the materials needed for their first rotation of class. When the student’s have set there belonging’s down, the teacher’s line up the students in the middle of the common area, where the student’s will be lead to their special’s classes like Music, P.E and Art. While the student’s part take in special’s, Mr. Locklear takes care of any last minute assignment’s or note’s he need’s before he start’s teaching his first class. He also take’s part in a weekly meeting the 3rd grade teacher’s conduct to go over any announcement’s or strategies. Once the student’s come back from special’s, Mr.Locklear starts off his math lesson with Mrs. Sanchez classroom. As soon as the student’s enter the class, they are instructed to take out their journal’s and engage with what the teacher is teaching for the first 10 minutes of class. In those first few minutes of class Mr. Locklear introduces the topic or objective that the students will be learning and engages them to participate in the examples he places on the permithian board. He then has the student’s break up into group’s to do their daily math station’s. While some student’s do

I have a Bachelor’s degree from Greensboro, North Carolina. After college graduation, I moved back to my home state of Florida where I taught for four years prior to moving to New Jersey. I have accumulated numerous years in private schools, juvenile detention programs as well as the public school institution. Uniquely, I love dealing with the high school age youths with the daily stimulations and engagements. Even though it can be very challenging, I do look forward to my student interactions each day. I think it keeps my mindset young; school being energetic and vigorous.

The context of the classroom is a 6th grade math class. The students are at varying developmental levels from below level to advanced/gifted. The types of learners I have are the auditory, visually, and mostly the bodily/kinesthetic learners. I have students who are from multiple ethnicities such as Hispanic, White, Asian, Middle Eastern, and African American. I also have students with varying exceptionalities.