I had the privilege of doing my middle school observation at Corkscrew Middle School. While I was there I observed a seventh grade language arts class. This school has a total student population of 726. Of those students 320 are White, 55 are Black, 325 are Hispanic, 3 are Asian, 15 are Multiracial, and 8 are Indian. Approximately 52% of the school’s student population are economically needy. Upon arriving at the classroom, the first thing I noticed was everything was covered by large sheets of paper on the walls. I was greeted by the teacher at the door who then informed me to sit anywhere. Students filed into the room found their seats and were informed to open there books because they were going to be reading three stories. As they were …show more content…
As the students read the first two stories the teacher came back and started talking to me. She had informed me that the students were preparing for the State writing test which was that next week. She had said that she was going to change what they were supposed to do today for my observation but thought the students really needed to prepare for the writing test. This statement bothered me. I did not feel that the observation was a “normal” class instead she wanted to change it. She later asked me if I would prefer for the students to read out loud. I had no personal preference on the matter I just wanted to see how they do things. So she decided that she wanted me to hear the students read out loud. When it was time for the third story to be read she informed the students that they were going to be reading this one out loud. She first asked for volunteers but nobody volunteered so she called on a students. As the one student began reading many of the other students paid attention and kept up with the reading. This was surprising because I remember when I was in school there would always be at least one person who would not keep up and therefore the teacher would call on them. However, this did not occur. As the
I did my classroom observation at Brooklyn Preschool of Science (BPOS), located in the neighborhood of Park Slope, Brooklyn, New York. BPOS is a small school serving a little over 100 students from 2 years old to pre-kindergarten. I had the opportunity to do my observation in the pre-k classroom, which consisted of 17 students. On the day of my observation, the teacher had all the students seated in the circle time area for a read-aloud. She explained to them that she is going to read a fun and exciting book to them and that she wants them to pay close attention to what the book is about because she is going to ask them questions in the end. The children have been learning about living things in the neighborhood, and they have been talking
Low income students are generally found in low income communities which have fewer resources to devote to their schools. With inadequate funds and resources, these kids are not getting the equal opportunity in education as kids in high income communities. Kids...
Currently, the Cabot Public Schools lacks in the area of diversity when it comes to race and ethnicity. However, in recent years, t...
The school’s student body represents several Christian denominations and includes over 145 individual churches. Socioeconomic backgrounds range from urban centers, to suburbs and rural areas. Fifteen to eighteen percent of the students represent minority backgrounds. At the middle school, approximately 20%, 40 of 195 students, represent minority backgrounds…{finish information for elementaryschool}
Education is a topic in which there are so many contributing factors and variables that narrowing the field of research is difficult. To begin, demographics of each individual county are essential for understanding the student population from raw data. Statistics such as population, average annual salary, per child expenditures, and financial budgets add some perspective of what counties have in terms of financial resources. Another critical consideration is the proportion of minority students. Non English speaking students and special education require a higher degree of resources and more financial commitment from educational systems. Schools with high minority populations also have lower overall parental incomes which translate into increases in free and reduced lunch and breakfast. Food insecurity, family stressors, unsafe environments, and the lack of support systems are fundamental contributors to children’s educational deficits. Other important factors to consider are the availability of parental involvement, extracurricular activities, and local, state, and federal programs and legislation. In visiting the schools, the focus was on evaluating the individual school facilities and the area in which they are located.
This school districts have cut back on their funding for drama clubs and family and consumer science programs and either reduced the number of afterschool sports offered or put a hefty price tag on participation. The end result is that an increasing number of low-income students find themselves left on the sidelines. High minority and low-income students’ population in this school system have become increasingly disengaged and disconnected, their participation rates are
I currently have 90 sixth grade students. By communicating with them on a daily basis, I have gotten to know them on a personal level and learned more about their backgrounds. After reading the book, Glass Castle by Jeannette Walls, I could see parallels between my own childhood and Jeanette’s. I too grew up in a lower income family, as did my parents before me. Ruby Payne points out throughout her book, A Framework for Understanding Poverty, that the cycle of poverty often repeats itself, however my parents worked hard to break the cycle. For those students who live in poverty I can show compassion and try to make things a little better for them at school. One way I do that is to have extra supplies for those students whose family is unable
Catalina was observed during the afternoon in her fifth grade classroom. At the start of the observation, the class, along with Catalina, entered the room. Catalina walked up to the observer and said, “are you the substitute for Ms. Taylor?” She then took a seat at her desk that was arranged in a group with approximately three other classmates. Mrs. Carter, Catalina’s fifth grade teacher, asked the students to get out their snacks as she began a math review. Catalina pulled out a snack out of her desk and showed it to a student seated in front her before she ate it. While Mrs. Carter read math answers to the class, Catalina appeared to check her answers, as she wrote on her math sheet. When Mrs. Carter asked the students if they had any questions,
In 1976 84.3% of the student body at both two and four high education institutions were caucasian. Leaving only 9.6% African-American, 3.6 Hispanic, 1.8 Asian/Pacific Islander and 0.7% American Indian/Alaska Native. Now in 2006, 67.4% students are caucasian, 13.3% African American, 11.4% Hispanic, 6.8% Asian/Pacific Islander, 1.1% American Indian/Alaska Native.” (Batten 1) >INSERT GRAPH<
Twenty-four children were observed for this study. Half of the children were male and the other half were female, all aged between three and four years old, and enrolled in a private southern California preschool that is located on a private college campus. They were all part of a racially diverse classroom, which I drew from in a manner that allowed for a representative sample to be derived.
The small town of L is located in central New York. In 2010, the population of L was 4,952 people. This town is considered suburban and rural. It is suburban because it is located about 15 miles from a major city. It is rural because majority of L town is composed of farm land. There are three major US highways that run through L town. The class status of L town ranges from middle to working class families. From what I observed in the school, the middle class residents of this town are either farm owners, work in the agricultural industry, or commute to the neighboring city for work. Some of the working class families are from the Native American tribe from the area. In L town school district, there are three schools: G Elementary School, the Junior/Senior High School and the Native American Culture School. During the 2011-12 school year, the L town school district served a total of 858 students. During the same school year, 35% of the students were eligible for free and reduced lunch. In addition, 67% of the students were White and 30 % of the students were Native American. Furthermore, Black or African American, Hispanic or Latino, Asian/Native Hawaiian or Other Pacific Islanders students were 1% each.
In the Southern Education Foundation’s (SEF) October 2013 report, A New Majority Low Income Students in the South and Nation, it is shared that a majority of public school children in 17 states, one-third of the 50 states across the nation, were low income students as of 2011. Thirteen of the 17 states were in the South, and the remaining four were in the West. Since 2005, half or more of the South’s children in public schools have been from low income households. During the school years 2010 and 2011, for the first time in modern history, the western United States had a majority of low income students attending P-12 public schools.
Throughout my field visits to different schools, I encountered all different types of teaching practices and school environments . The first school I attended was Burger Middle School. While at Burger Middle School, I observed many classroom routines and procedures. For example, as a teaching method at Burger Middle School, students were put into groups of three. This method allowed the teacher to observe the whole class instead of students seated in the front. This teaching strategy, created student engagement because the seating arrangement allowed group work that created student discussion and collaboration. While touring the school, I saw a fantastic school atmosphere. There were plenty of classrooms used for subjects that included; art, math, technology( two rooms), a science and even a workout fitness center. As I walked around the school I saw a productive learning environment. There were posters on the wall about important historical figures like Mahatma Gandhi and Thomas Jefferson. Overall, I saw a safe and supportive
I attended a second grade class at Smallville Elementary on February 22, 2014; the class began promptly at 0855. There are 26 children in this second grade class. There are 15 male students and 11 female students. The student diversity is 2 Hispanics, 1 African-American, 1 East Indian, and 1 New Zealander (White but with an extreme accent). Three children were left-handed.
It was a cold day when I visited Overlea high school and observed all that was happening in the school. The schools looked as if it was built before 20 years. The walls had black dust on it, there were chips and chocolate wrappers in the corner and the green grass was wet. In the morning at 7am I saw yellow colored buses filled with twenty five students coming to drop them at the school. Near the flagpole there were many students that belonged to other school standing and waiting for their bus. Those students were acting as if they were going to a jail and were never going to be released. There was lot of traffic and the mood of the students was lazy. It seemed liked they were tried of coming to school; they carried bags filled with books. I saw a boy who came out of the bus with no bag and nothing in his hands. A girl was dressed up as if it was summer. She had worn blue shorts, black flip flops, and white tank top. Her face looked absent without makeup and jewelry.