School District and Community Analysis - Essay Example

? Community Analysis School community The field placement involved an activity beyond confines which required 6th grade students from Barberton City Schools to make observations on activities around them. For the purposes of this study, the observations for the first three days were as follows; first day in the school, I observed apple crisp lesson. Second day, I observed a study on food and food safety. It was a lecture with some Nutrition activity (Puzzles). Third day was sewing the 2 hall button and preparing to make pillows while the fourth day involved sewing. During the first day, the students were required to participate in making apple crisp. This was an involving exercise as the teacher required students to form groups through which to complete the assignment. In the groups everyone was handed a role such as measuring oats, mixing margarine and cleaning apples. This ensured everyone participated, all the while the teacher was watching keenly to make sure people performed their roles as needed and that they cooperated throughout. On the second day the lesson was more theoretical as compared to the first day lesson. The teacher taught on food and food safety. Unlike the first lesson students were required to continually put down notes and concentrate throughout the lesson. There were no permitted consultations or discussions among the students as all questions were addressed to the teacher. Classroom rules Day 1-2-Class rules The students should always first look at the projector before the teacher directs them to. This is because the teacher may take a while as he has to finish a few minutes to complete a number of class duties. The other rule requires students to complete their personal duties before attending class this ensures they concentrate in class and are not distracted by any of their extra duties (Roubidoux, 2008). Day 1-2-Teacher’s procedure The teacher has several approaches of distributing class materials some of the most common is sending them to respective emails. The teacher has emails for all students in the class; every material he needs to distribute especially syllabus content is forwarded to these materials. The teacher also prints class materials and distributes it to all students in the class during respective lessons (Walberg, 2010). The very same methods of distributing materials are utilized in collecting materials. The students are supposed to complete respective assignments and forward to the class instructor through his email. Ensuring concentration Day 1-2 The teacher has several ways through which he ensures that the students concentrate during class hours. One way of doing this is by simplifying the instructions, the teacher has realized overtime that too complex instructions tend to bore students, and they lose concentration, as a result. The teacher has also incorporated several activities within the class lessons continual oral lessons tend to bore students and having the activities in between these lessons ensures the students concentrate. Encouraging communication –Day 1-2 The teacher also requires students to interact and discuss issues among them, this way he encourages them not only to share knowledge but to talk more. The teacher has developed an interactive session at the end of every lesson, during this session he asks students to put forward questions they may have regarding their past areas of study. Monitoring student behavior-Day 1-2 The class groups are formed based on the students’ average performance. This method looks at the students’ performance in the past three tests. The reason for this is simply because each group should be constituted of several high performers, average performers and a number of those who perform poorly. This constitution ensures that average performers as well as those who perform poorly gain from the high performers this way the class general performers goes up. The teacher requires honesty in completing individual work; this may either be tests, assignments or quizzes (Roubidoux, 2008). Addressing appropriate or inappropriate behavior-Day 1-2 The teacher as mentioned from the beginning has a set of rules that students should observe at all times the teachers is present. These rules mainly regulate behavior and the teachers are in a position to tell what he expects from the students. Thus, when it happens that the students do not exhibit the set of behavior expected by the teacher then this is termed as inappropriate behavior. In the case, where the students exhibit the required set of behavior then this is considered appropriate behavior and punishment is overlooked. Throughout the lessons and course, the teacher has always encouraged the students to behave appropriately. He cites that proper behavior ensures that there is less distraction in class and that students are able to concentrate. By citing examples of students who have leaped from behaving properly the teacher encourages the rest to emulate these students (Lancaster et al 2008). Day 1-2 The teacher allows constructive talk; constructive talk is defined as a coordinated and relevant talk on an aspect of the subject matter. There is a restriction on the kind of movement these students should make random and unwarranted movement is highly discouraged as this distracts students. Instead, students are encouraged to move only when the teacher recommends or when the students are required to meet with their groups. The most common attention signal is pointing and calling of a student’s name. Pointing is quite common for the student is not abiding by the classroom rules or is not concentrating. Transitions Day 1-2 Transitions are important in ensuring that the students remain attentive and link what the teacher is actually teaching either in the course of a lesson or between several lessons. In transitioning into the lesson, the teacher first gives a recap of the previous lesson. This way the students remember what the last lesson entailed and are able to link that and what is to be taught in the current lesson. Once the teacher starts the lesson there maybe need to transition either between topics or different subjects. Mostly, this will be facilitated by a prior highlight on the projector. The third and fourth day were much more less the same activities with the third day the students learning how to sew the 2 hall button and on the fourth day students learning how to sew. The teacher provided the guideline and students were supposed to learn as they did the sewing. Day-3 rules The students were required to stick to their sitting position unless prompted by the instructor to switch sitting positions or stand up. Any need to make disposals should be done at the end of the lesson. The students should not consume anything from class, be it candy ice cream or the slightest of dishes, any extreme condition should be first permitted by the instructor. All students must ensure they have all the class materials before settling. The teacher allowed no communication between students in class; any need to do so must be permitted by the instructor. Students are encouraged to interact beyond classrooms and in the classes as well as long as they remain polite and modest in regard to how they speak and their body language, as well. Lastly, and most critically students should withhold integrity and honesty in answering questions and completing tests and assignments. Day 3-4 There are dedicated pigeon boxes where students are supposed to drop off their materials for later examination by the teacher. Classroom helpers are chosen on the basis of prior performance on dedicated tests these tests which are the same for all students determine preparedness. Those who perform well in these dedicated tests are assumed to be the most prepared and are given extra roles in class the most common of these roles is the helper role (Roubidoux, 2008). The reason for this is that these students understood better previous items and would help the other students in bringing to date their knowledge. During class sessions, it is a rule that students are not allowed to leave their sitting positions however, those with certain needs or those who present urgency are permitted to go to the bathroom. There are other procedures such as determination of group members in situations where group discussions are needed. These groups are supposed to be balanced between best performers and average performers to ensure that these students share class knowledge and help each other. Instructional activities Day 3-4 The teacher has developed moderate questions in class as a way of ensuring concentration, this after realization that too easy or difficult problems tend to make students bored. Finally, the teacher ensures that the projector and all other equipment to be used in class are functioning (Walberg, 2010). Faulty machines or equipments tend to distract students who in turn loose concentration. The teacher keeps a close eye on all students in class and observes their conduct to know whether they are concentrating or not, he at times pops up questions to determine the students’ concentration levels. To facilitate student participation when giving instructions the teacher requires students to repeat statements he makes. This way the students are not only able to remember some of the instructions but are also able to listen intently to the instructions throughout the lesson. Day 3-4 During seat time the teacher moves around class looking at the various assignments that he has issued, he at times asks oral questions as well. This allows him to look at the student’s progress also identify individual weak points and strengths. Beyond seat work, the teacher has implemented an interactive virtual room where he interacts with the students virtually. He also requires them to submit take away tests as a way of monitoring their work when they are not in school. Another method utilized by the teacher is parent feedback he at times requires students to carry forms which the parents need to fill. These forms mostly enquire on the student’s conduct beyond school and their study schedules at home. Day 3-4 To ensure student’s independence in answering only what they have comprehended the seating arrangement is altered to have one student occupy a 2 ft square area. This ensures students do not copy from their friends, as this is not possible given the distant between one student and the other. To manage safe use of class material the teacher at the beginning of every class acquaints the students with the roles and handling of various equipments. This reduces the chances of damaging these equipments; students who have exercised reasonable care are also mandated with storing and distribution of the equipments (Lovat et al 2010). Day 3-4 Oral calls are common when the teacher needs the particular student to answer a certain question or response to a certain issue mentioned in class. On the other hand, the students as well have two main signals used to call the attention of the teacher. One of these is standing up this is common when the student wants to ask a question or answer one. The second signal is rising of the student’s hand. This like standing up is used when a student wants to answer a given question or wants a certain issue clarified. During whole class work, the seating arrangement is altered, from the 2ft square sitting arrangement to a single foot square. The teachers approach as far as handling of class equipment and tools, position on movement, talk, attention signal utilized by the teacher, attention signal used by the students is as discussed earlier. Day 3-4 The teacher uses an award system for best behaved students where they are awarded or allowed certain favors that are not open to the rest of the students. There are consequences for misbehavior in classes; the first time a student is caught misbehaving he receives a warning. The second time he may be required to remain standing while the rest of the students remained sited in the course of the lesson. If this does not work, and the student is still caught misbehaving then he may be required to sit outside while the rest of the students continue with their lessons in class. Extreme conduct may prompt a teacher to require a parent’s intervention, under these circumstances the student may be sent home and required to comeback with a parent. This was the students conduct is monitored both in school and home until he starts to behave properly. Overall to ensure that student behaves the teacher may use the incentives where he teaches students the importance of behaving properly and hope that they will learn and appreciate. The second approach of ensuring that the students behave is by punishing those who actually misbehave (Lancaster et al 2008). As discussed this punishment varies dependent on the level of misbehaving as well as the frequency. Through the realization that misbehavior is punished students are prompted to refrain from such actions, which may encourage punishment. Transition Day 3-4 The projector is important in this sense as it gives in bullet form the various areas to be taught. This prior indication prepares the students psychologically, and they are able to anticipate the next point the teacher is to make. This anticipation or prior knowledge helps the teacher in transitioning and ensure the students move with him, as well. At the end, of the lesson the teacher mentions to the students the topics or the subject of the next lesson. This way the students can be able to read ahead or at least have a clue of the content through brainstorming sessions with their peers. By giving a hint on what should be covered next the teacher prepares for the transition into the next lesson, this approach would also work for the teacher while teaching between lessons. References Lancaster, J. M., Waryold, D. M., & Timm, L. (2008). Student Conduct Practice: The Complete Guide for Student Affairs Professionals. New York: Stylus Publishing . Lovat, T., Toomey, R., & Clement, N. (2010). International Research Handbook on Values Education and Student Wellbeing. New York: Springer. Roubidoux, S. (2008). 101 Ways to Make Studying Easier and Faster for College Students: What Every Student Needs to Know Explained Simply. New York: Atlantic Publishing Company. Walberg, H. J. (2010). Improving Student Learning: Action Principles for Families, Classrooms, Schools, Districts, and States. New York: IAP. Read More