Lake Middle School Observation Paper

When focusing in on the specific classroom that I am working in, there is a 1-23 teacher to student ratio, with fourteen boys and nine girls that are all considered general education students. The class consists of 15 students being Hispanic, 4 students being Asian/Middle Easter, 2 African American

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

The setting is Washington Elementary School in West Orange, NJ. The grade I picked is first grade. The age group in the class is between the ages of five and seven. The subjects they learn are math, language arts, social studies, and writing. But they focus more on reading and math throughout the day. There are 8 girls and 8 boys in the classroom which makes 16 students in total. The class is divided into three racial and ethnic groups which are Latino or Hispanic, African Americans, and Asian American. There are about 1 Asian American, 6 Latino or Hispanic, and 9 African Americans.

I was one of the 16.8 million students in the United States that were educated in a suburban school (U.S Department of Education as cited in Anyon, 1997). Fitting nicely into the figure of 90% of student that did not receive free and reduced lunch in the suburban setting (Anyon, 1997). My background, socioeconomic status, race, geography, and culture all have a meaningful impact on who I was as a student and who I now am as a teacher.

For the Fall of 2016, I worked at Cornatzer Elementary School in Davie County. Cornatzer Elementary School was a Title I school where 60% of the students were considered economically disadvantaged and qualified for free/reduced lunch. I worked in a 1st grade classroom that was composed of 25 students; out of those 25, 15 were male and 10 were female. The majority of the class was Caucasian; however, there were 4 Hispanic children, and 1 of two or more races. During a typical week, we had 5 children who received pull out services. Specifically, we had one student who qualified for English Language Learner (ELL) services, 3 students who solely needed speech services, and 1 student who received speech and behavior interventions.

So my guess was correct again. The blue water did slowly enter the red water.

During my naturalistic observation, I was at my sister’s softball game at the field behind Bridgeport Middle School. There were two identical twins little girls, who were three years old, playing together in the practice batting cage. In the beginning, they were walking around together, eating popsicles while they watched two other older kids, a boy and a girl most likely around the age range of five to seven, chasing each other. The older kids were playing tag and invited the twins to join them. From their facial expressions, it was obvious they were thrilled to play with them; however they were hesitant to run and chase the older kids. They stood at the starting location and watched as the other kids raced back and forth, and had to move

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

After gathering all the information from the DESE website about Warren Elementary and the Francis Howell School District, I also looked at some of the information from the state of Missouri. The data that I found on Warren Elementary for the enrollment is that the majority of students are white (85.2%), the next was African Americans (7.2%), the school didn’t count the other ethnicities (Asian, Hispanic and Indian) in the total because the percent was too low to be factored in. According to DESE the attendance rate for Warren Elementary was 95.8% this is a good percent considering this is just for one school. I did look up the percent for the school district as a whole and it is 96.2%. When looking up some of the information on this particular school, I wanted to compare the numbers to the school districts numbers and these next few categories look to be on the higher side for one school compared to the whole district. The percent for free and reduced lunches for Warren Elementary was 14.9%, for the Francis Howell School District it was 19.9%. As far as the student/teacher ratio its 18 students: 1 teacher, the Francis Howell school district its 15 students: 1 teacher. Obviously, these are just average numbers and are going to fluctuate from each school and the district. The next section of data that I collected was on the AYP (Adequate Yearly Progress) status for NCLB, the data on the DESE website was a little outdated it had information from 2009-2011 (no date for

In the article, “The Segregated Classrooms of a Proudly Diverse School” really caught my attention while reading it. In the article, it mentions how advanced classes and introductory level courses are separated at the school. Majority of the students in the advanced courses are white students even though the majority of the students of the school are black. The same situation occurred to me at my high school. My high school was located in a low-income area, but a few miles down, there were middle class homes not too far away from the high school.At my high school, we had a major Latino population, which made up 60% of student population. Just like the high school in the article, we separate students based on their level on the certain subject. Overwhelmingly, there was more white students in each advance level courses than

In Alyssa’s interview I asked what the majority ethnicity of her high school teachers and students were. She explained that it was pretty common to see white female teachers, which is not a surprise, because according to the Association of Colleges for Teacher Education more than 80 percent of the bachelor’s degrees in education awarded during the 2009-2010 school year where to white students (AACTE). Alyssa’s school was not completely filled with just white teachers she notified me that her school also had an average amount of African American teachers along with Hispanic teachers. As for students she said that they were pretty diverse. Mexican, African American and whites were the majority of the school population.

The observations took place on August, 27, 2015 at Montview Math & Health Sciences Elementary School, 2055 Moline St, Aurora, CO. The school serves 481 students in grades PK-5, Minority enrollment is 89% of the student body. Percentage of students eligible for Free and reduced lunch is 88. The children observed are in a shared-teaching 2nd Grade class of 27 students (14 boys - 13 girls).

Located in the suburban and almost rural parts of Harrisburg sits Central Dauphin High School, one of the largest public schools in the area, and my former high school. The school is composed of around 1,708 students with my graduating class reaching about 420 kids. The student to teacher ratio is fifteen to one which is equal to the Pennsylvania average. Not surprisingly, our school has a 23% minority enrollment ratio which is 8% less than the Pennsylvania average. Also, only 16% of the students at Central Dauphin qualify for free lunch. When you compare these numbers with our sister school, Central Dauphin East High School, there are some surprising results. Central Dauphin East has a 65% minority enrollment rate with

Bellevue School District (#405) has consistently ranked as one of the top 100 school districts across the nation. Virtues such as diversity and academic excellence has long defined the success of the school’s district in recent years. However, since 2013 the BSD’s national ranking has dropped significantly and although it’s still highly regarded, many have suggested that the increase in student enrollment has a negative effect on student success due to a larger student to teacher ratio. Although high enrollment numbers in Bellevue isn’t necessarily a negative thing, the district need to consider redrawing attendance boundaries as a step towards preparing for the future. By redistributing student enrollment, BSD can better diversify its

This type of dilemma happens in public schools all across the United States. If I were the third year first-grade teacher, first, I would do some research to find data that supports that mixed socio-economic classrooms are better learning environments for all students. Then, I would make arrangements to meet with the school counselor since counselors are usually in charge of classroom scheduling. I