My Experience At Rockingham County High School

Reviewing the syllabus on our American History course I recall skimming each module to see what eras of history were selected for us to review, research and respond in essays and Moodle. . The internet was my primary resource to find information gather facts, as well as having the honor to interview several people who served or observed for our final project on the Vietnam War. Post the assignment I was left with various feelings from embarrassment, hurt, anger, hopeless, and hopeful simultaneously. I leave this course with a better understanding of the polar and bitter political views of our parties, and with a greater sense of personal responsibility to become part of the solution long term.

Getting the ability to interview one of my past teachers was an awesome experience. I had the luxury of talking to one of my former high school teachers and Student Council advisor Tessa Gargano. We have a great reputation together and basically know each other like the backs of our hands.

From what I have been through, my current high school experience has not been meeting my expectations. After speaking with friends and parents, I believe that Archbishop Mitty High School can provide the experience that I am seeking. One aspect I am looking for is a larger campus, school community and a safer environment. I feel that the size and location of Archbishop Mitty will help enhance my learning experience. Something else I am looking for in my new high school experience is more school spirit and camaraderie. I have attended many sports events at Archbishop Mitty and I have thoroughly enjoyed the enthusiasm and spirit of the environment. One last reason is that I am looking for a school that can provide a larger class selection with

I did my study for this assignment in Stokes County, North Carolina which is where I recently moved to from Iowa. Stokes County is made up of several small towns but King, which is where I live, is the largest town. Stokes County is in the middle northern part of the state near the Virginia border, a mountain chain, and a lot of wilderness. Some of the towns are incorporated and some are not and a few only claim to be villages. Using the Population Economic Status Assessment, I looked at the State & County Quick Facts last revised: Feb-2015 and found that the county population is at about 46,588. The Caucasian population makes up 93.8% of the population, African American 4.4%, Hispanic 2.7%, and the remainder is 1.1%. The

Chamblee, GA is a small city outside of the metro Atlanta area that is characteristically different racially and ethnically than everything around it. The Hispanic population stands at 58.5% of the total population as of 2010, but in Atlanta and Georgia more broadly, this population only makes up 5.2% and 8.8% respectively. Additionally, only 7% of Chamblee’s population is Black, whereas this group is 54% of Atlanta’s population and 30.5% of Georgia’s. However, my alma mater, Chamblee Charter High School, stood out from the city itself being an amalgamation of a magnet program and a charter public school, bringing in students from around the county with significant representation from the Chamblee area as well. Consequently, the school’s

Due to the large Caucasian community that resides in Cabot, it is essential for the school district to provide opportunities for students to be exposed to diversity. Although a school district cannot change its population make-up, it can provide opportunities to its students that teach diversity, tolerance, dignity and respect. Students must realize that, although their every day encounters with students during their school years are limited in regards to diversity, the world that awaits them when they graduate is composed of people of different races, ethnicities, socioeconomic backgrounds, etc. It is essential that the Cabot School District provide not only a sound academic foundation for students but a highly, diversified cultural foundation, as well.

Carolina High’s demographic make-up contains 45.1% African American, 29.3% Hispanic, and 25.6% Caucasian and other. Of the population, 100% of the students receive free and reduced lunch, which is reflective of the poverty that exists in the community. There are

This evaluation is focused on a school district with 3, 000 high school students in New Jersey. The statistics were gathered from the student management system for this school district the 3,0000 high school students attend two high schools {High School “A” and High School “B”} during the 2014-15 school year. The racial makeup consists of: high school “A”, 78.6 percent of students identified as white, 14.8 Hispanic, 3.3 percent black and 2.7 percent Asian. At high school “B”, 82.8 percent of students were white, followed by 8.4 percent Hispanic, 5.5 percent black and 2.6 percent Asian. The overall graduation rate at High School “A” was 80 percent, and at High School “B”, 87 percent of students graduate.

Over the course of my life, I have incurred numerous challenging situations. Although most challenges are short term in in the grand scheme of things, my longest and ongoing challenge would definitely be attending Cedar Hill Collegiate High School.

During my service learning hours I had the privilege to be part of Mrs. Martell’s kindergarten classroom. Since I am going for my degree in early childhood, the principle thought placing me in my area of interest would be just right. As I began to help out the teacher, I realized that she had been teaching for more than twenty years and thought she’d be perfect for my teacher interview. Mrs. Martell is a teacher at Cutler Ridge Elementary school, she has been teaching for twenty-four years at this same exact school and in the same exact classroom. She has always stayed in kindergarten grade level but is soon thinking about maybe trying a new grade level. She has obtained her masters degree in reading for kinder through twelfth grade. She always knew that working with children was her passion and loved helping them out in many areas. As I was interviewing her I truly noticed her love for the children’s mental, physical, intellectual, and emotional development. She not only cared about the work part, but also really cared about the entire child. As an educator for early childhood, that is an essential and critical thing to have. In her perspective, individualized teaching means teaching to children based on their needs. She understands that each child goes at their own pace, have different abilities and interests and tried her best to establish an atmosphere where each child has the ability to learn and be part of the activity. She has first hand experience on different

The instructional setting includes three eleventh grade United States History Honors classes in a large urban high-income region of Clark County School District in Nevada. The student body count for the current school year, 2014-2015, was 3,021 121 of which were enrolled in the focus classes. 28% of this population is receiving free or reduced lunch. Of the 3,021, the majority of students are Caucasian, making up 52%, with another 21% identified as being Hispanic, and 13% as African American. Class sizes range from thirty-five to forty-three students. As the focus group is an Honors level setting there are typically no at-risk or special-needs students present.

Im sitting here looking outside my window, at the trees while thinking "What am I going to say for this essay?" As it is my fourth time writing a high school essay, I'm nervous as you may know from the way the opening of this essay sounds. I currently attend William L Dickinson high school, which was never my plan. Last year I was an eighth grader at Academy I thinking that my school name would help me get into a good high school but I was wrong. I've always wanted to go to County Prep High School, but unfortunately last year in April, everything changed. Thats when I got my big rejection letter. I have really bad anxiety so waiting for the letter was a pain. Then finally "We regret to inform you" the five dreaded words that every applicant

right mindset at this point of my life. I was 28 years old. Maybe I needed to live more of my life before I start writing this book. I took my trash and grabbed my newspaper and notebooks and walked back to my apartment.

When work began on this I wasn’t sure of it’s purpose. Would I tell a grand story about how growing in a prep school can change someone for life? Would I illustrate the benefits, and shortcomings of this education; or, would it present itself as something entirely different? While unsure of direction, an obstacle formed. I spoke with friends of my idea to capture this journey we had shared and looked to them on guidance in ways to poise this account. During winter vacation of my sophomore year of college I was sitting with two of the greatest friends I’d met from this school. Sitting in my quaint colonial house a moment which was similar to many others swirled around us. Us a group of young Alumni were sitting in a round table laughing and crying over memories of our mysterious congregation across the brook. With these women I began to realize what this book would be. I set out to write a tribute and collection of wisdom and lessons I had collected during my time at Wooster School. The journey shared by my classmates is unique, and treacherous. Our stories should be looked at through a lens of humor and met with questions. We’ve had experiences unheard of amongst college peers. For this reason. I am choosing to share what went on beyond the cloistered moments of private schooling.

For my Unit, I want my students to learn through stories and experiences of others because history is more than a stranger writing things down it; it is someone’s life. I want to ensure that all students will participate by encouraging class discussion. I started by picking a unit that I knew personally and could discuss and be very passionate about. I also wanted to make sure I had time to get to know many of my students before I implemented the unit plan because I may need to change activities based of the individual needs of my students. I write out my lessons on paper first so I can cross out and draw arrows and physically move things around. I finally settled for the current order. I felt that it was important to try and stick with