Kenneth Parr visited four local schools - a charter school (Thea Bowman Leadership Academy), a faith-based school (Christ Baptist Academy), an urban public school (Roosevelt Career and Technical Academy), and a suburban public school (Campagna Academy) - to compare human diversity. He observed classrooms and interviewed teachers at each school. The schools varied in enrollment size, accreditation status, curriculum, and student demographics. For example, Thea Bowman had 98% African American students while Campagna Academy had a more diverse racial makeup. Teachers also had different experiences depending on the school, such as curriculum organization challenges at the new charter schools.
This document contains testimonials from former students, parents, and faculty praising two teachers - Bert Wartski and Anne Thompson. For Wartski, many students describe how his challenging AP Biology class inspired them to pursue careers in science and medicine. They credit him with their success in college-level biology courses and beyond. For Thompson, students describe how her dedication to teaching has profoundly impacted them and prepared them well for college. They appreciate her leadership of educational trips abroad. Overall, the testimonials portray Wartski and Thompson as dedicated teachers who have had an immense positive influence on their students.
This document summarizes a speech given by Alice Bender, an educator from Montreal, about her perspective and journey towards inclusive schooling over 35 years as an educator. She shares stories from her early career teaching special education classes, then teaching adult education which helped her learn to individualize instruction. She describes pivotal experiences like including a student with Down syndrome in her elementary classroom and later working to close special education classes and fully include students at her school. She discusses the important lessons learned over thousands of hours supporting teachers in implementing inclusion across Quebec.
1) The document describes the author's experiences attending municipal school and Wilson High School in Mumbai from 1957 to 1967. It discusses his teachers, classes, friends, and academic performance during this time.
2) In particular, it highlights his close friendship with Jayant from their first meeting in school, and how they remained best friends and later business partners until Jayant's untimely death.
3) The author reflects on failing his first exam in Hindi due to a lack of studying, as well as feeling a lack of confidence from his family in his academic abilities, which had a lasting negative impact.
Observations in a Gifted and Talented ClassroomKaty Przybylski
In two observations of a 3rd grade gifted and talented classroom, the student observed various activities. Students worked independently on logic math worksheets and edited drafts of mystery stories. The observer interacted with students who had dual diagnoses, such as giftedness and Asperger's syndrome. Debate around early identification of gifted students and their preference for independent work was discussed. The observer reflected on how the activities challenged students in higher-level thinking skills and showcased their giftedness in various areas.
The author observed Mrs. Carberry's 3rd grade class at a diverse school. They began with the students singing a song called "Colors of Islam" with enthusiasm. Mrs. Carberry ran the class in a structured manner, moving efficiently between subjects like science and math. Her discipline approach utilized a color system. The curriculum avoided focusing on any single religion or culture. The author enjoyed experiencing the school's inclusive environment and perspective.
Reflection on my observations at schoolCamila Roldán
During two months of observations at School N° 4, the document reflects on the English teacher, Romina Cheme, and her teaching style. Romina is described as confident, assertive, and able to control her classes. She uses a loud voice without shouting and insists that students make eye contact when being disciplined. Romina also emphasizes appropriate student behavior and puts students in groups for hands-on projects. Both the teacher and students created a welcoming environment for the observers.
The document describes 14 different "worst experiences" students had with teachers making mistakes. Some of the mistakes include a teacher taping a student's mouth for talking, beating a student with a paddle, publicly humiliating and ridiculing students, showing clear favoritism towards certain students, making inappropriate physical contact and comments towards students, engaging in inappropriate relationships with students, deliberately mistreating a student due to a personal grudge, isolating and discriminating against a student for not speaking English, humiliating a student for a pronunciation, being rude and inflexible about a make-up test, denying a student's request to use the bathroom resulting in an accident, and being unprepared and using inappropriate strategies to teach physics. Many
1) The essay discusses how a teacher's relationship with a student can impact the student's academic performance and outlook. Personal experiences are provided as examples.
2) Key psychological concepts are examined, including the Pygmalion effect, self-fulfilling prophecies, and experimenter expectancy effects. Rosenthal and Jacobsen's 1966 study is also discussed.
3) Bronfenbrenner's ecological systems theory is applied, specifically the microsystem and mesosystem. It is argued that positive teacher-student relationships support student motivation and learning, while negative relationships can undermine it.
This document contains testimonials from former students, parents, and faculty praising two teachers - Bert Wartski and Anne Thompson. For Wartski, many students describe how his challenging AP Biology class inspired them to pursue careers in science and medicine. They credit him with their success in college-level biology courses and beyond. For Thompson, students describe how her dedication to teaching has profoundly impacted them and prepared them well for college. They appreciate her leadership of educational trips abroad. Overall, the testimonials portray Wartski and Thompson as dedicated teachers who have had an immense positive influence on their students.
This document summarizes a speech given by Alice Bender, an educator from Montreal, about her perspective and journey towards inclusive schooling over 35 years as an educator. She shares stories from her early career teaching special education classes, then teaching adult education which helped her learn to individualize instruction. She describes pivotal experiences like including a student with Down syndrome in her elementary classroom and later working to close special education classes and fully include students at her school. She discusses the important lessons learned over thousands of hours supporting teachers in implementing inclusion across Quebec.
1) The document describes the author's experiences attending municipal school and Wilson High School in Mumbai from 1957 to 1967. It discusses his teachers, classes, friends, and academic performance during this time.
2) In particular, it highlights his close friendship with Jayant from their first meeting in school, and how they remained best friends and later business partners until Jayant's untimely death.
3) The author reflects on failing his first exam in Hindi due to a lack of studying, as well as feeling a lack of confidence from his family in his academic abilities, which had a lasting negative impact.
Observations in a Gifted and Talented ClassroomKaty Przybylski
In two observations of a 3rd grade gifted and talented classroom, the student observed various activities. Students worked independently on logic math worksheets and edited drafts of mystery stories. The observer interacted with students who had dual diagnoses, such as giftedness and Asperger's syndrome. Debate around early identification of gifted students and their preference for independent work was discussed. The observer reflected on how the activities challenged students in higher-level thinking skills and showcased their giftedness in various areas.
The author observed Mrs. Carberry's 3rd grade class at a diverse school. They began with the students singing a song called "Colors of Islam" with enthusiasm. Mrs. Carberry ran the class in a structured manner, moving efficiently between subjects like science and math. Her discipline approach utilized a color system. The curriculum avoided focusing on any single religion or culture. The author enjoyed experiencing the school's inclusive environment and perspective.
Reflection on my observations at schoolCamila Roldán
During two months of observations at School N° 4, the document reflects on the English teacher, Romina Cheme, and her teaching style. Romina is described as confident, assertive, and able to control her classes. She uses a loud voice without shouting and insists that students make eye contact when being disciplined. Romina also emphasizes appropriate student behavior and puts students in groups for hands-on projects. Both the teacher and students created a welcoming environment for the observers.
The document describes 14 different "worst experiences" students had with teachers making mistakes. Some of the mistakes include a teacher taping a student's mouth for talking, beating a student with a paddle, publicly humiliating and ridiculing students, showing clear favoritism towards certain students, making inappropriate physical contact and comments towards students, engaging in inappropriate relationships with students, deliberately mistreating a student due to a personal grudge, isolating and discriminating against a student for not speaking English, humiliating a student for a pronunciation, being rude and inflexible about a make-up test, denying a student's request to use the bathroom resulting in an accident, and being unprepared and using inappropriate strategies to teach physics. Many
1) The essay discusses how a teacher's relationship with a student can impact the student's academic performance and outlook. Personal experiences are provided as examples.
2) Key psychological concepts are examined, including the Pygmalion effect, self-fulfilling prophecies, and experimenter expectancy effects. Rosenthal and Jacobsen's 1966 study is also discussed.
3) Bronfenbrenner's ecological systems theory is applied, specifically the microsystem and mesosystem. It is argued that positive teacher-student relationships support student motivation and learning, while negative relationships can undermine it.
Research Paper: Homework a Three-Way Assessmentdjsees
This document provides background information for a research study on perceptions of homework from students, teachers, and parents. It discusses the author's personal experiences with homework as a student and parent that motivated the study. It also reviews previous literature that found strong opposing views on the benefits of homework. The study aims to understand these differing perspectives and what types of homework students find most meaningful by distributing questionnaires to high school students, teachers, and parents and analyzing the results.
Elementary level field observation reflectionelizabeth3girls
The document summarizes an observation of a 1st grade classroom at Dommerich Elementary School in Maitland, Florida. It describes the positive school culture and supportive PTA. It then focuses on describing Mrs. Joseph's 17 years of teaching experience, her classroom of 19 students, and her engaging math lesson that incorporated technology and assessment scales. The observation reminded the author of the rewards associated with teaching.
The author arrives at the Boys & Girls Club to begin their fieldwork. They meet with the director, Ms. W, who provides an overview of the programs and introduces them to Mr. M, a second grade teacher. The author observes Mr. M's class, noting both positive and challenging student behaviors. They help students with homework and enjoy interacting with them. At the end of the day, the author discusses their experience with Ms. W and expresses excitement about continuing their fieldwork, while also feeling sad to leave the students they worked with that day.
The document discusses four fictional stories of learners - Jackie, Mphilonhle, Divia, and James - who face challenges related to their identities. In each case, a lack of understanding from teachers leads to declining self-esteem and poor outcomes. The document then discusses how more thoughtful teachers could have helped each learner by understanding their backgrounds and identities better, finding ways to engage them, and addressing cultural misunderstandings in the classroom. Good teachers are said to understand learners, encourage diversity of thought, and help all children reach their potential.
This document summarizes the author's observations of teaching methods at Scott Lake Elementary School in Miami Gardens, Florida over the course of a week. It describes traditional and Montessori style lessons observed in a 1st grade classroom, including teaching parts of plants, reading groups, and an award ceremony. Field day activities are also summarized. The author notes how the lessons incorporate different learning styles and engage students in accordance with Florida Educator Accomplished Practices.
The document discusses a home visit report for a 13-year-old student named Arwin Mallari. It describes Arwin's family background and home environment. The parents employ a balanced parenting style, with some rules around homework and chores but also allowing free time. Communication between Arwin's home and school is important for his development and adjustment in school. Close contact helps the student perform better and the school gain family support.
Chapter 6 discusses culturally relevant teaching and the importance of literacy for African American learners. It describes Ann Lewis' experience transforming her teaching through culturally relevant books and encouraging student interaction. Julia Deveraux taught with a more structured basal reading approach. Margaret Rossi taught math while emphasizing the African origins of algebra. Chapter 7 discusses the power of teachers to promote academic excellence without compromising cultural identity. It envisions a culturally relevant school where community and faculty work together for students' success.
Chapter 6 discusses culturally relevant teaching and the importance of literacy for African American learners. It describes Ann Lewis' experience transforming her teaching through culturally relevant books and encouraging student interaction. Julia Deveraux taught with a more structured basal reading approach. Margaret Rossi taught math while emphasizing the African origins of algebra. Chapter 7 discusses the teacher's power to promote academic excellence without compromising cultural identity. It envisions a culturally relevant school where community and parents play a role in students' success.
During a school observation period, the document summarizes an English language lesson the author observed being taught at Sekolah Kebangsaan Simpang Lima in Selangor, Malaysia. The lesson was taught to a Year 1 class of 30 students by teacher Madam Zainab binti Ali, who had 24 years of experience. Madam Zainab used both humanistic and behaviorist teaching methods. For the humanistic approach, she created a comfortable environment, allowed student freedom and choices during activities, and gave them opportunities to express themselves. However, she also used behaviorist techniques like a token system to encourage student focus and participation. The document analyzes how both theories were effectively applied during the lesson.
The document summarizes the author's experience volunteering in an autistic classroom. It discusses how the author initially thought it would be easy given their experience with an autistic nephew, but realized it requires significant planning due to varying student needs and strengths. The author notes the diversity of the students and challenges teaching this population. They express gaining a newfound respect for special education teachers and realizing it may not be the best fit for their own teaching career.
This document summarizes several distressing experiences of teachers in Pakistan. It describes incidents where teachers faced disrespect, low pay, lack of benefits, nepotism in hiring, and demands for bribes. One teacher resigned after over a year of not receiving pay due to refusing to pay a bribe. Others faced discrimination, unfair treatment, and demands to perform personal tasks outside their duties. The teachers call for reforms to improve the social and economic status of teachers in Pakistan.
The document provides instructions for several literacy-based activities and assignments. It includes links to websites for creating a newspaper article, making predictions about a book online, making a word wall poster, looking at Scholastic News online to identify parts of speech, finding a headline to write a story about, writing a letter to a future teacher, finding a poem in a newspaper article, and accessing an online quiz site. It also lists 5 books by Andrew Clements. Finally, it lists two Indiana state standards for reading comprehension and the writing process.
ISACS 20101 Presentation: Trends in Educational Technology Jen LaMaster
This document outlines emerging technologies and trends in educational technology. It is organized into several sections that discuss different models of technology integration from instructor-centered to student-centered approaches. Specific technologies are mentioned including learning management systems, digital textbooks, virtual and augmented reality, social media, and cloud computing tools. Web links are provided for further information on topics like gaming in education, streaming video resources, and the US national educational technology plan.
Graphs are used to present numerical relationships visually. They connect data points to show comparisons and connections between two or more variables. Graphs can be used to describe data from simple tables and show relative sizes of quantities. Common types include lines, bars and dots to display interrelations in an easy to understand visual format.
- The REPA policy signed into law in March 2010 establishes new teacher licensing configurations of P-3, K-6, 5-9, 5-12, and P-12, replacing previous school setting designations.
- Renewal is now based on accumulating professional development points from any approved activities like college courses, workshops, or trainings over a five year period.
- Testing requirements for initial licenses now include basic skills proficiency and, after June 2011, passing a pedagogy exam in addition to the Praxis II content test.
Text based questions and academic vocabularyMelissa
This document discusses the importance of using text-based questions and academic vocabulary across all content areas. It emphasizes that teachers should have students reading more informational texts closely and acquiring knowledge directly from the texts using text-based questions. These questions require students to cite evidence from the text to answer questions that can only be answered by a close reading. The document also discusses the three tiers of vocabulary and focuses on tier two words - words that are found across many domains and are important for students to learn. It provides criteria for identifying academic vocabulary words to focus on for each grade level.
This document provides instructions for an activity where students will make a collage representing their family and things they do together. It involves discussing what a family is, providing materials for students to cut and paste photos and pictures to construct their collage. Students will then present their collages and discuss how families are both similar and different in their community. The goal is to teach students about diversity in family structures and traditions.
The document provides a lesson plan for teaching students about ways to improve their local environment through recycling, volunteering, and planting trees and flowers. The plan involves reading a story about a character who helps keep her neighborhood clean, discussing what makes up students' environments, and having students create posters about the importance of keeping the environment clean. Students will then share their posters and ideas to reinforce the positive message of environmental stewardship.
The document summarizes Juanita Simms' experience participating in an Upward Bound Reading Circle program at Joan Walker Elementary School. The Reading Circle targeted 1st grade students with learning disabilities and paired them with higher-level 2nd grade readers. Over six weeks, Simms used guided reading techniques like diagnostic evaluation, instruction, and assessment to improve the reading comprehension, vocabulary, and fluency of the students. She found the experience rewarding and felt it reinforced her choice to become a teacher.
From Dr. Robert Peters' presentation at the 2013 Texas Association of School Administrators conference: A Study of African American Mathematics Achievement in High Performing and Marginal Performing Middle Schools in Texas.
This learner analysis examines 10 third grade Hispanic students at Roan Elementary School in Dalton, Georgia. Most students speak Spanish at home and have low socioeconomic status. Based on assessments, their reading levels range from late 1st grade to 3rd grade. Motivation to read independently is low. The analysis identifies learning characteristics, cultural considerations, and accommodation strategies to increase motivation and engagement with an instructional unit based on literacy standard 5. Accommodations address needs of ELL, special education, and advanced students.
Prospective International Student Essay QuestionsTwo out of thre.docxbriancrawford30935
Prospective International Student Essay Questions
Two out of three essay questions are required.
Siyi He
1. Why you are interested in enrolling at Halstrom Academy? What sets you apart from other students?
Halstrom Academy is the only school I was putting all my efforts in. Because I know it is a great school and it will fit me well and accomplish my goal for my college. I was struggling about transfer schools because I am a junior now, there is a risk about transferring schools this year. The first time I’ve heard Halstrom is from my friend Aria Yu. She’s at the Beverly hills campus. She told me that she used studied in another high school, and her grades was like down to the hills. So she transferred to Halstrom. Meanwhile, her grades went up quickly. She said from Halstrom, students would study hard and also play hard. I can see that from her compare to my study. From what she said and from what I searched, I know Halstrom is not like the normal high schools. The schedules are more flexible, and we can choose the lessons by ourselves. From what I learned, we also can decide how long to study the lessons. It’s good for me as a senior. And also, for your education system. I can do some other things which interests me. I have more time to do some individual studies by my own, to improve my other skills. The other thing that attracts me is there is not many Chinese students. From now, in my current high school, there are over 20 Chinese students. Chinese students are always just hanging out with Chinese students. Sometimes it just weaken our English skills and can’t really learn the American culture. But luckily I live with the local family. I have more opportunities to speak, learn and listen to English. The most big attraction is that one teacher v one student. That will be more efficient for me.
About me, I’ve studied in Buffalo for three years. I think I’ve developed not only my english skills but also more abilities about how to deal with things or people. I left my parents and went to the boarding schools since I was in the kindergarten. I go back home once a week until middle school. For high school, I went to America. It becomes a new adventure for me. I think I’m more mature to stay by myself and be independent. I don’t think I’m a top student on educations but I’m always wanting to find a better place to fit me and challenge some new things. I’m a really active girl, because I like to travel, work out and running etc. I’m also one of the runner of my current school. I was placed for many races. I have some work experiences at the welfare homes, I am so willing to do this kind of thing. I think I’m a experienced student.
3. Halstrom Academy has a one to one teacher-student ratio. How would this unique and non-traditional learning style benefit you? (750 maximum word count)
The most important reason that made me wanted to transfer to your school is acutually the one to one teacher-student ratio. There are lots of benefit.
Research Paper: Homework a Three-Way Assessmentdjsees
This document provides background information for a research study on perceptions of homework from students, teachers, and parents. It discusses the author's personal experiences with homework as a student and parent that motivated the study. It also reviews previous literature that found strong opposing views on the benefits of homework. The study aims to understand these differing perspectives and what types of homework students find most meaningful by distributing questionnaires to high school students, teachers, and parents and analyzing the results.
Elementary level field observation reflectionelizabeth3girls
The document summarizes an observation of a 1st grade classroom at Dommerich Elementary School in Maitland, Florida. It describes the positive school culture and supportive PTA. It then focuses on describing Mrs. Joseph's 17 years of teaching experience, her classroom of 19 students, and her engaging math lesson that incorporated technology and assessment scales. The observation reminded the author of the rewards associated with teaching.
The author arrives at the Boys & Girls Club to begin their fieldwork. They meet with the director, Ms. W, who provides an overview of the programs and introduces them to Mr. M, a second grade teacher. The author observes Mr. M's class, noting both positive and challenging student behaviors. They help students with homework and enjoy interacting with them. At the end of the day, the author discusses their experience with Ms. W and expresses excitement about continuing their fieldwork, while also feeling sad to leave the students they worked with that day.
The document discusses four fictional stories of learners - Jackie, Mphilonhle, Divia, and James - who face challenges related to their identities. In each case, a lack of understanding from teachers leads to declining self-esteem and poor outcomes. The document then discusses how more thoughtful teachers could have helped each learner by understanding their backgrounds and identities better, finding ways to engage them, and addressing cultural misunderstandings in the classroom. Good teachers are said to understand learners, encourage diversity of thought, and help all children reach their potential.
This document summarizes the author's observations of teaching methods at Scott Lake Elementary School in Miami Gardens, Florida over the course of a week. It describes traditional and Montessori style lessons observed in a 1st grade classroom, including teaching parts of plants, reading groups, and an award ceremony. Field day activities are also summarized. The author notes how the lessons incorporate different learning styles and engage students in accordance with Florida Educator Accomplished Practices.
The document discusses a home visit report for a 13-year-old student named Arwin Mallari. It describes Arwin's family background and home environment. The parents employ a balanced parenting style, with some rules around homework and chores but also allowing free time. Communication between Arwin's home and school is important for his development and adjustment in school. Close contact helps the student perform better and the school gain family support.
Chapter 6 discusses culturally relevant teaching and the importance of literacy for African American learners. It describes Ann Lewis' experience transforming her teaching through culturally relevant books and encouraging student interaction. Julia Deveraux taught with a more structured basal reading approach. Margaret Rossi taught math while emphasizing the African origins of algebra. Chapter 7 discusses the power of teachers to promote academic excellence without compromising cultural identity. It envisions a culturally relevant school where community and faculty work together for students' success.
Chapter 6 discusses culturally relevant teaching and the importance of literacy for African American learners. It describes Ann Lewis' experience transforming her teaching through culturally relevant books and encouraging student interaction. Julia Deveraux taught with a more structured basal reading approach. Margaret Rossi taught math while emphasizing the African origins of algebra. Chapter 7 discusses the teacher's power to promote academic excellence without compromising cultural identity. It envisions a culturally relevant school where community and parents play a role in students' success.
During a school observation period, the document summarizes an English language lesson the author observed being taught at Sekolah Kebangsaan Simpang Lima in Selangor, Malaysia. The lesson was taught to a Year 1 class of 30 students by teacher Madam Zainab binti Ali, who had 24 years of experience. Madam Zainab used both humanistic and behaviorist teaching methods. For the humanistic approach, she created a comfortable environment, allowed student freedom and choices during activities, and gave them opportunities to express themselves. However, she also used behaviorist techniques like a token system to encourage student focus and participation. The document analyzes how both theories were effectively applied during the lesson.
The document summarizes the author's experience volunteering in an autistic classroom. It discusses how the author initially thought it would be easy given their experience with an autistic nephew, but realized it requires significant planning due to varying student needs and strengths. The author notes the diversity of the students and challenges teaching this population. They express gaining a newfound respect for special education teachers and realizing it may not be the best fit for their own teaching career.
This document summarizes several distressing experiences of teachers in Pakistan. It describes incidents where teachers faced disrespect, low pay, lack of benefits, nepotism in hiring, and demands for bribes. One teacher resigned after over a year of not receiving pay due to refusing to pay a bribe. Others faced discrimination, unfair treatment, and demands to perform personal tasks outside their duties. The teachers call for reforms to improve the social and economic status of teachers in Pakistan.
The document provides instructions for several literacy-based activities and assignments. It includes links to websites for creating a newspaper article, making predictions about a book online, making a word wall poster, looking at Scholastic News online to identify parts of speech, finding a headline to write a story about, writing a letter to a future teacher, finding a poem in a newspaper article, and accessing an online quiz site. It also lists 5 books by Andrew Clements. Finally, it lists two Indiana state standards for reading comprehension and the writing process.
ISACS 20101 Presentation: Trends in Educational Technology Jen LaMaster
This document outlines emerging technologies and trends in educational technology. It is organized into several sections that discuss different models of technology integration from instructor-centered to student-centered approaches. Specific technologies are mentioned including learning management systems, digital textbooks, virtual and augmented reality, social media, and cloud computing tools. Web links are provided for further information on topics like gaming in education, streaming video resources, and the US national educational technology plan.
Graphs are used to present numerical relationships visually. They connect data points to show comparisons and connections between two or more variables. Graphs can be used to describe data from simple tables and show relative sizes of quantities. Common types include lines, bars and dots to display interrelations in an easy to understand visual format.
- The REPA policy signed into law in March 2010 establishes new teacher licensing configurations of P-3, K-6, 5-9, 5-12, and P-12, replacing previous school setting designations.
- Renewal is now based on accumulating professional development points from any approved activities like college courses, workshops, or trainings over a five year period.
- Testing requirements for initial licenses now include basic skills proficiency and, after June 2011, passing a pedagogy exam in addition to the Praxis II content test.
Text based questions and academic vocabularyMelissa
This document discusses the importance of using text-based questions and academic vocabulary across all content areas. It emphasizes that teachers should have students reading more informational texts closely and acquiring knowledge directly from the texts using text-based questions. These questions require students to cite evidence from the text to answer questions that can only be answered by a close reading. The document also discusses the three tiers of vocabulary and focuses on tier two words - words that are found across many domains and are important for students to learn. It provides criteria for identifying academic vocabulary words to focus on for each grade level.
This document provides instructions for an activity where students will make a collage representing their family and things they do together. It involves discussing what a family is, providing materials for students to cut and paste photos and pictures to construct their collage. Students will then present their collages and discuss how families are both similar and different in their community. The goal is to teach students about diversity in family structures and traditions.
The document provides a lesson plan for teaching students about ways to improve their local environment through recycling, volunteering, and planting trees and flowers. The plan involves reading a story about a character who helps keep her neighborhood clean, discussing what makes up students' environments, and having students create posters about the importance of keeping the environment clean. Students will then share their posters and ideas to reinforce the positive message of environmental stewardship.
The document summarizes Juanita Simms' experience participating in an Upward Bound Reading Circle program at Joan Walker Elementary School. The Reading Circle targeted 1st grade students with learning disabilities and paired them with higher-level 2nd grade readers. Over six weeks, Simms used guided reading techniques like diagnostic evaluation, instruction, and assessment to improve the reading comprehension, vocabulary, and fluency of the students. She found the experience rewarding and felt it reinforced her choice to become a teacher.
From Dr. Robert Peters' presentation at the 2013 Texas Association of School Administrators conference: A Study of African American Mathematics Achievement in High Performing and Marginal Performing Middle Schools in Texas.
This learner analysis examines 10 third grade Hispanic students at Roan Elementary School in Dalton, Georgia. Most students speak Spanish at home and have low socioeconomic status. Based on assessments, their reading levels range from late 1st grade to 3rd grade. Motivation to read independently is low. The analysis identifies learning characteristics, cultural considerations, and accommodation strategies to increase motivation and engagement with an instructional unit based on literacy standard 5. Accommodations address needs of ELL, special education, and advanced students.
Prospective International Student Essay QuestionsTwo out of thre.docxbriancrawford30935
Prospective International Student Essay Questions
Two out of three essay questions are required.
Siyi He
1. Why you are interested in enrolling at Halstrom Academy? What sets you apart from other students?
Halstrom Academy is the only school I was putting all my efforts in. Because I know it is a great school and it will fit me well and accomplish my goal for my college. I was struggling about transfer schools because I am a junior now, there is a risk about transferring schools this year. The first time I’ve heard Halstrom is from my friend Aria Yu. She’s at the Beverly hills campus. She told me that she used studied in another high school, and her grades was like down to the hills. So she transferred to Halstrom. Meanwhile, her grades went up quickly. She said from Halstrom, students would study hard and also play hard. I can see that from her compare to my study. From what she said and from what I searched, I know Halstrom is not like the normal high schools. The schedules are more flexible, and we can choose the lessons by ourselves. From what I learned, we also can decide how long to study the lessons. It’s good for me as a senior. And also, for your education system. I can do some other things which interests me. I have more time to do some individual studies by my own, to improve my other skills. The other thing that attracts me is there is not many Chinese students. From now, in my current high school, there are over 20 Chinese students. Chinese students are always just hanging out with Chinese students. Sometimes it just weaken our English skills and can’t really learn the American culture. But luckily I live with the local family. I have more opportunities to speak, learn and listen to English. The most big attraction is that one teacher v one student. That will be more efficient for me.
About me, I’ve studied in Buffalo for three years. I think I’ve developed not only my english skills but also more abilities about how to deal with things or people. I left my parents and went to the boarding schools since I was in the kindergarten. I go back home once a week until middle school. For high school, I went to America. It becomes a new adventure for me. I think I’m more mature to stay by myself and be independent. I don’t think I’m a top student on educations but I’m always wanting to find a better place to fit me and challenge some new things. I’m a really active girl, because I like to travel, work out and running etc. I’m also one of the runner of my current school. I was placed for many races. I have some work experiences at the welfare homes, I am so willing to do this kind of thing. I think I’m a experienced student.
3. Halstrom Academy has a one to one teacher-student ratio. How would this unique and non-traditional learning style benefit you? (750 maximum word count)
The most important reason that made me wanted to transfer to your school is acutually the one to one teacher-student ratio. There are lots of benefit.
The document summarizes an observation of a classroom with students of varying abilities. The observer identified 4 target students to observe - Margie, Arwin, Pritz, and John. Margie was very active and confident while Arwin seemed behind and had a sprained wrist. Pritz was shy but performed well while John needed to improve. The teacher validated the observer's findings and used games to encourage participation. There were clear differences in ability levels, with gaps between high and low performers. The teacher addressed these differences through review questions, focusing on low performers, and using games at different difficulty levels tailored to each student's abilities. Students responded positively to the teacher's methods.
Anderson, ashley learning to understand schooling v1 n1 2010William Kritsonis
This document summarizes one teacher's journey in developing effective classroom management practices. As a preservice teacher, she held beliefs about student behavior that did not match the reality of her diverse students. Through graduate coursework focusing on classroom management, she gained a deeper understanding of building rapport with students, conducting self-evaluations, and creating a positive classroom environment. She adopted a philosophy of "restorative discipline" that emphasizes student accountability and collaborative problem-solving. Her new understanding transformed her approach to classroom management and interactions with students.
Thomas L. Friedman discusses his favorite teacher, Hattie M. Steinberg, in the essay "My Favorite Teacher". He describes the significant impact she had on his life and learning. Friedman uses repetition of her name and classroom number to connect how her teachings still apply today in the age of internet. He believes many people have forgotten fundamentals due to internet access, but his teacher introduced him to fundamentals like The New York Times newspaper. Overall, the essay discusses how this one teacher had a profound influence on Friedman and the importance of fundamentals.
Eugenia B. Thomas is a K-8 school located in Doral, Florida where the majority of students are Hispanic. The document discusses the author's experience working with a 4th grade Language Arts class at the school, observing lessons and assisting students with various class projects, including a figurative language dictionary and a presentation on animal euthanasia. The author learned about classroom management strategies, building respect between teacher and students, and gaining insight into what it takes to be an effective teacher.
1. The teacher provided a clear agenda on the board and had students work independently on a packet about ancient Middle Eastern civilizations while he circulated the room.
2. The teacher redirected student questions to have them find answers in the packet rather than providing answers directly.
3. Students stayed on task the entire period without any disciplinary issues while the teacher maintained upbeat energy and periodically updated students on time remaining.
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8+8+8 Rule Of Time Management For Better ProductivityRuchiRathor2
This is a great way to be more productive but a few things to
Keep in mind:
- The 8+8+8 rule offers a general guideline. You may need to adjust the schedule depending on your individual needs and commitments.
- Some days may require more work or less sleep, demanding flexibility in your approach.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Field experience paper
1. Four Schools 1
Four Schools: A multicultural Comparative Analysis Research Paper
Kenneth A. Parr
May 30, 2010
Human Diversity in Education
EDU 391 B
Dr. Joi Patterson
2. Four Schools 2
The purpose of my research paper is to report on my experiences at four local schools.
The reason why I visited four local schools was to compare the human diversity within the
schools through interviewing teachers and through personal observations. The following four
schools represent a cross section of the following four categories: 1) Charter—Thea Bowman
Leadership Academy, 2) Faith-based—Christ Baptist Academy, 3) Public urban—Roosevelt
Career and Technical Academy, and 4) Public suburban—Campagna Academy. I chose these
particular schools because I have at least some knowledge, but not a clear understanding of
these schools. My knowledge comes from former co-workers who worked at these schools or
former students who attended these schools.
Thea Bowman Leadership Academy is located in Gary, Indiana. It is accredited by the
state of Indiana as a public charter school. The enrollment is 1300 and of this 1300, 1% is
considered multiracial, 1% is Hispanic, and 98% are African-American. Christ Baptist Academy
is also located in Gary, Indiana. However, it is not accredited by the state of Indiana. The
enrollment is 104 and there is no public ethnicity data available. Roosevelt Career and Technical
Academy is located in the traditional African-American section (Midtown) of Gary, Indiana.
Roosevelt’s accreditation status is probationary. The enrollment as of the 2008/2009 school year
was 721. There were 0% multiracial, 1% Native American, 0% Hispanic, and 99% African-
American. Campagna Academy is located in Schererville, Indiana. It is accredited by the state
of Indiana as a public charter school. The enrollment is 147 and of this 147, 6% are considered
multiracial, 18% are white, 1% Asian, 13% are Hispanic, and 63% are African-American (see
Comparative Analysis Charts, p. 5).
My first visit was Thea Bowman Leadership Academy. The building was new and
beautiful as are most of the charter school buildings in Gary, Indiana. Aesthetics are a strong
recruitment tool in a city where there are several dated and crumbling public school buildings.
Teachers all wear business attire. Students wear uniforms at Thea Bowman. Shirts must be
tucked-in and saggin’ pants is not allowed. However, I saw a few students saggin’ and also a
few students stripped down to their undershirts. These are the same attempts at non-compliance
of uniform rules I have seen in public non-charter schools in Gary. The classroom I observed
was Mr. Thakar’s Physics class. There were fourteen students present, seven girls and seven
boys. One of the boys was Hispanic, but the rest of the students were African-American.
Fourteen students in a science class is exactly half the number of students allowed for a science
class (28) according to the Gary teacher’s union. The teachers at Thea Bowman are not
unionized, but the class size was still less than 28 regardless of union guidelines.
The teacher I interviewed at Thea Bowman was also Mr. Sameer Thakar, a Pakistani-
American. This is his first year teaching at Thea Bowman Leadership Academy. Before this
assignment, he taught on the graduate post-secondary level. The curriculum for his Physics class
is based on the Indiana state standards for Physics. The school has a school improvement plan
and he meets with staff every Wednesday to work on it. Teachers have planning period time like
unionized teachers, but unlike Gary union teachers he must stay ½ hour after the end of the
3. Four Schools 3
school day. Gary unionized teachers on the high school level are only required to stay 10
minutes after the end of the school day. What Mr. Thakar found unique about the school is that
it is a relatively new school, but has already won a state championship in basketball and this year
is their first graduating class.
The second school I visited was Christ Baptist Academy, the only K-6 school I visited.
The exterior of the building reminded me of a reception hall attached to a church (which it
probably was before it became a school). Inside, the building looked like a modern school just
large enough to suit its purpose of one classroom per grade level. The teachers (all women to my
knowledge) dress casually, jeans and t-shirts. The students all wear uniforms, but a mixture of
uniform colors. The classroom I observed was Ms. Blanford-Jones’ combination 5th and 6th
grade class. Her class size was ten and there was no ethnic diversity. All her students were
African-American which is consistent with Gary, Indiana school populations (see Comparative
Analysis Charts, p. 4). The lesson being taught while I was observing was Language Arts
combined with a Health and Safety type curriculum, How to Live a Healthier Lifestyle.
Ms. Blanford-Jones, an African-American, was also the teacher I interviewed at Christ
Baptist Academy. She is a veteran teacher at this school. Ms. Blanford-Jones feels the school is
so unique because of its class size. The largest class is Kindergarten at 22 pupils. Their
curriculum is a Christian-based curriculum called ABEKA. Bible study is part of the curriculum.
Christ Baptist Academy doesn’t have a documented school improvement plan. Instead, the
teachers set goals at the end of the year. Some of the goals this year are for the students to score
at a higher grade level and for the school to become more financially independent and not
depend so heavily on church members for donations.
The next school I visited was Roosevelt Career and Technical school. Portions of the
new annex have been falling down since I was a student at Roosevelt high school 35 years ago.
The building was built on reclaimed swamp land as was the surrounding neighborhood
(including my childhood home). Standing water has practically destroyed the new annex’s
foundation and the math wing fell completely down a few years ago. Teachers dress casually,
but students wear uniforms (as do all students in the Gary School system). The classroom I
observed was Ms. Rochell Hazelett’s Algebra I class. All her students were African-American.
One student came to class with saggin’ pants and an attitude and Ms Hazelett promptly put him
out. This is the only time I witnessed a student being put-out of class during my four school
visits.
Ms. Hazelett, an African-American, was also the teacher interviewed for my research.
During the interview, she wanted to talk more about the young man (Wesley) she put out of class
more than my other questions. According to her, his mom died in December and he has not been
right since. She also said that should not be an excuse because he was stealing his mom’s car
last year, breaking into homes, and going to jail. Ms. Hazelett emphasized that Wesley is a very
intelligent boy though. The particular class I was observing was an accelerated Algebra class.
4. Four Schools 4
Ms. Hazelett has been a family friend all my adult life, which is why she spoke so informally
with me. She did however take time to give her opinion of the curriculum. She told me the
curriculum was Core-40 driven when it was time to take Core-40 testing and ISTEP driven when
it was time to take ISTEP testing. The structure of the school is now 7-12 like all Gary public
high schools. The school improvement plan is current and reflects their 7-12 status. Roosevelt is
unique because it is the only school in Gary designated a Career and Technical Academy. Ms.
Hazelett cut our interview short because she had a meeting with the principal during her planning
period. The principal wanted to explain the teachers’ future. 51% of the teaching staff is
scheduled to be terminated because of poor student achievement. Ms. Hazelett thought this was
unfair because this was her first year at Roosevelt. She felt she inherited the problem because
the school she left, Dunbar-Pulaski middle school, made AYP and her job would not be in peril
if that school had not closed.
The final school I visited was Campagna Academy. The first thing that struck me was
the expansive campus. I was late for my classroom observation and interview because I went to
one of the cottages instead of the administrative building. Teachers dress casually and the
students wear uniforms that are the same color combinations as Gary high school students, navy
blue polo shirts and khaki pants. The only difference is Gary is flexible on the type of top. T-
shirts and button-down shirts are permitted in Gary as long as the items are navy blue. The
classroom I observed was Mr. Robert Kuprenas’ Algebra class. There were only five students
present with the rest on a end of the year field trip. All five were African-American, but I
noticed an obviously higher percentage of White American students throughout the school than I
did at the urban schools I visited. The five students in the classroom were similar to the students
I encountered when I taught at Chase Alternative school in Gary. Sometimes they unexpectedly
blurted-out about something unrelated to the lesson. Sometimes they did not. It was a mixed-
bag of behaviors.
I also interviewed Mr. Kuprenas, the only White American of the four teachers I
interviewed. Mr. Kuprenas is a first year teacher at Campagna Academy. I found it ironic that
both he and Mr. Sameer Thakar are first year teachers and that both he and Mr. Thakar work at
charter schools. I wondered if there was high turnover rate at charter schools. He told me that
the curriculum was not very organized when he arried and he had to piece together lessons for
the students. I asked him if he planned on returning next year. He said he planned on returning
and organizing the curriculum better. This suggests to me that curriculum is set by the
individual teachers or because he is a new teacher, he is unaware of the downloadable Indiana
state standards and resources. Mr. Kuprenas told me that staff works on the school improvement
plan during staff meetings. They also get release time, pay, and expenses paid for professional
development. He emphasized that that is something Campagna does well. Also, there is in-
service professional development. Staff is given eight non-teaching days, but those days are not
all for professional development. Campagna Academy is unique because it is an alternative
charter school and it is also a residential facility.
5. Four Schools 5
Comparative Analysis Charts
Charter school:
Thea Bowman Leadership Academy (Gary, IN)
Enrollment: 1300
Accreditation Status: Public Charter, Accredited
Faith-based school:
Christ Baptist Academy (Gary, IN)
Enrollment: 104
Accreditation Status: Not State Accredited
No available ethnicitydata
Urban public school:
Roosevelt Career and Technical Academy (Gary,
IN)
Enrollment (2008/2009): 721
Accreditation Status: Probation
Suburban public school:
Campagna Academy (Schererville, IN)
Enrollment: 147
Accreditation Status: Public Charter, Accredited
6. Four Schools 6
FieldExperience Signatures
KennethA.Parr
SameerThakar
Thea Bowman
LeadershipAcademy
May 13, 2010
B. Blanford-Jones
ChristBaptist
Academy
May 19, 2010
Rochell Hazelett
RooseveltCareerand
Technical Academy
May 19, 2010
RobertKupremas
CampagnaAcademy
May 28, 2010
7. Four Schools 7
References
B. Blanford-Jones, teacher interview, May 19, 2010
R. Hazelett, teacher interview, May 19, 2010
R. Kuprenas, teacher interview, May 28, 2010
S. Thakar, teacher interview, May 13, 2010
Indiana Department of Education. School data, school snapshot.
Retrieved from
http://www.doe.in.gov/data/