Classroom Observation
On Monday February 24, 2014 I visited Mrs. Randus’ third and fourth grade split class at Kline Elementary. Her classroom consisted of a mixture of third and fourth grade students who were tested and labeled as gifted in various subject matters. Mrs. Randus was responsible for teaching the children language and reading skills. The class consisted of an equal number of boys and girls, along with a wide variety of cultures. According to my observation, Cushner, McClelland, and Safford (2000) were correct when they stated, "Schools, in particular, are cultural crossroads in a society where distinct but overlapping student, teacher, and school cultures intersect"(93). There were many different religious beliefs, family backgrounds, nationalities, races, social classes, and personalities represented in the class. All of the sources of cultural identity expressed in Human Diversity in Education was represented in Mrs. Randus’ class (Cushner, McClelland, Safford, 2000).
We met with Mrs. Randus before her pupils returned from recess to discuss the technology in her classroom. There were two computers in the classroom for twenty students. One of the computers had a camera on it that faced the class. Every minute a picture was taken of the class at work and immediately placed on the web for parents to view. Mrs. Randus stated, "The parents are able to feel part of the educational process by watching their child’s performance in the classroom"(personal communication, February 24, 2000). Along with the cameras, Mrs. Randus works diligently to build and update her classe...
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... Mrs. Randus practiced the progressivism ways of teaching by giving her students the option of choosing their own book. The students seemed to be engulfed in their chosen books as our observation time came to an end. Much was learned during the observation period about being a successful teacher with the aid of technology. The third wave technology in the classroom along with the progressivism teaching style of Mrs. Randus aided in the student’s ability to excel in the classroom. It is my dream to one day have a successful class similar to Mrs. Randus’ third/fourth grade gifted language arts class.
Reference Page
Randus, J. Interview. 24 Feb. 2014.
Clark, Debra. "Theories of Education". Inquiry into the Profession. White Hall, 15, Feb. 2000.
Cushner, K., McClelland, A., & Safford, P. (2000). Human Diversity in Education (3rd ed.). Kent: Kent State University.
Alger, Jonathan. "The Educational Value of Diversity." The American Association of University Professors. Academe, January/February 1997.
Spring, Joel H. “Chapter 6: Student Diversity.” American Education. Sixth ed. N.p.: n.p., n.d. 145. Print.
Selingo, Jeffrey. "New Study Questions Educational Benefits of Diversity." The Chronicle of Higher Education 49.29 (2003). Academic OneFile. Web. 9 Aug. 2011.
This mixing of inner-city and suburban cultures creates new challenges for students and teachers alike. Children from the inner city characteristically have lower GPAs, attend very few AP classes and have a dropout rate that is much higher than their suburban counterparts. This has been an area for much exploration and study throughout the years, but yet the trend of a knowledge gap among children seems to continue. Perhaps one area that needs to be further explored is the differences in cultural identity in these two groups of students and its impact on the education these students wish to achieve.
Although LASER is not a “Magic wand’’, each and every field of medicine utilizes the benefits of it and dentistry is not an exception.
Ugbu, J., U. (1992). Understanding cultural diversity and learning. EDUC 160 Urban Education (Spring 2014, pp. 213-228)
Diversity among students including differences in culture, language and socioeconomic stance is not a new trend. The difference, however, is that today, the school system realizes that all students, including those who differ in some way from the "average" student, or those “at-risk” must be provided with an equal, opportune education (Morris, 1991).
This source will equip the argument for utilizing diversity as an educational apparatus that supports student development and learning. The showcase of the impact of diverse student engagement will definitely be useful for providing a strong reasoning for showcasing how the experience of students in the US schooling system shapes the educational experiences of diversified student groups. Dixson, A., & Rousseau, C. (2005). And we are still not saved: critical race theory in education ten years later.... ...
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.
The evaluation form that was used to evaluate a classroom teacher’s performance is a rubric used by the school district (Hillsborough County Public Schools, 2012).
In electing to observe a kindergarten class, I was hoping to see ‘real world’ examples of the social development, personality types and cognitive variation found within the beginning stages of “Middle Childhood” as discussed within our text.
Harassment of a sexual nature, typically in the workplace or other setting where raising objections or refusing may have negative consequences is considered sexual harassment. In American employment law, it is any unwelcome sexual advance on the job that creates intimidation in the workplace. Sexual harassment is considered a form of illegal discrimination. Unfortunately, the definition of sexual harassment is very controversial; it is truly based on what ones personal opinion is. Typical sexual harassment behavior usually includes unwanted touching of a co-worker, lewd comments, talk about gender superiority, or sexual jokes (Sandler, 1997).
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students.
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.