Site Base Meeting Reflection

Some teachers have up to 30 plus students per class and up to 6 or more classes each day. This can pose a challenge with the teachers on how effectively they can work with students on a one-on-one level. Unfortunately, a situation can also arise in which the teacher does not necessarily bother with teaching students and are not bothered if they begin to fall behind.

A large portion of the knowledge gained during the last school year is lost over the long idle months and must be retaught for weeks, which wastes a lot of time that could be spent learning new material. This puts students behind in that year’s curriculum, and over many summers, can add up to students being months or years behind where they would be if no learning was lost. There is a solution to this

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

When I first heard that we were required to attend a twelve-step meeting, I was convinced that it would be an uncomfortable and frightening experience. In my mind, I saw addicted people as dysfunctional and lost individuals who were complete opposites of anyone in my life. I decided to attend an A.A meeting and once I walked through the doors, I realized I had been wrong. This is real evidence on how society’s stigma may be affecting our worldview very effectively in topics such as drugs and addiction.

Students are struggling in school and need extra remediation. All too often in schools who run on a traditional school calendar, students do not receive the help they need until summer school. By that point it is too late and the student is failing academically. Robert Smotherman, superintendent of Bardstown City School District in Kentucky (as quoted by Wildavsky (1999)) says, “Instead of waiting until summer school, you catch him [student] in October, and you’ve got a shot at getting him back on track” (para. 8). Students who attend year-round schools have the benefit of receiving remediation help during

Student tardy rates have significantly hindered their attendance at CSI zero period classes. This has affected student achievement levels, and the rate at which students are retained in the CSI program, thus leading to a high student retention rate in CSI from year to year. This also results in large CSI class sizes that are not beneficial to student learning. In addition, when interviewing CSI teachers, it is apparent that numerous attempts were made to communicate with parents and remedy the attendance problem, however students continued to show up late to school, or miss zero period completely.

During my visit to my EDHE 105 teacher’s office, she encouraged me to attend two meetings for two organizations on campus. One was Alpha Epsilon Delta (AED), a health profession based honors society, and the other was the American Medical Student Association (AMSA), a student lead, pre-medical organization aimed towards helping better prepare students for medical school. I was unfortunately busy during the time of the AED meeting and could not attend, but I was free during the AMSA meeting and decided to see what it was like. At first, I was skeptical about going to the meeting, because I knew that I would not know anyone else there. I was even more nervous about it when I saw how many people actually showed up, knowing that I still did not know anyone.

Year-round school is very disruptive. Children might get very involved in a lesson only to have a sudden break and lose that momentum. “It was really hard to get involved

Purpose: To persuade the class to recognize the issue of teacher shortages, consider the proposed ways to correct the issue, and work to rectify the situation.

Attendance: Attendance will be taken at each class. Students are permitted 2 unexcused absences. Upon the 3rd absence, your final grade will be dropped by 10%.

Students requiring assistance in a specific area are removed from class during the lesson’s time slot as an attempt to assist and improve a student’s understanding of said lesson.

     Grade retention, better known as “staying back”, “being held back” or “repeating”, has been the topic of much debate within the educational system. The controversy which surrounds this long-standing issue has been reinforced by such topics as the recent endorsement of academic standards. Research indicates that “the rate of retention has increased by approximately 40% in the last 20 years with as many as 15% of all American students held back each year and 30-50% held back at least once before ninth grade” (Dawson, 1998). These discouraging statistics pose copious problems within a school system. The difficulties can be appreciated at the organizational level, as well as inside the classroom and, most

Social promotion and retention are used for various reasons. Retention is implemented when students have not met the general requirements to begin the next grade. The question that will be addressed is how do social promotion and retention differ? The overall meaning of both will be addressed to give the reader a better understanding of the two. Social promotion is the practice of promoting a student to the next grade level even if the minimum academic factors have not been satisfied. Retention is the approach that is most widely practiced. This is the retention of a grade to reinforce academics. The pros and cons, static’s, and drop out rates will be discussed. All of these

There is a lack of student motivation, and lack of attendance in schools. How can we spice up the school curriculum? How can struggling students do better? There are options for students who have not responded well to traditional methods.

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is