Classroom Diversity - Assignment 6

In the classroom I have sat in on, I have noticed that the teacher's classroom is very structured and every class period follows the same basic outline - she has a lecture prepared with helpful slides to accompany them, along with the lecture, she has paper handouts with helpful ways of prompting the students to take notes while she talks. Then, after the lecture, she gives the students time to either work in groups to fill out the rest of the worksheet, or free time for doing and making up homework. 

I have observed that the majority of the students have responded quite well to the structure of this classroom. When they break up into smaller groups after the lecture, for the most part, they all seem to help each other in finishing up the work. I have also noticed that many students utilize their time well in finishing up the work or making up late homework assignments. 

I feel like the teacher has found a great way for her to teach efficiently while also using a variety of different teaching techniques that seem to reach almost all of the students. I am aware of at least a few students in her classroom who have special needs, and I observed them working very well within her classroom structure.

Historic Connection - Entry #5

In my service learning experience, there have been multiple students present in the classroom that have special needs. One of which has a special aide to help with sign language if the student doesn't hear correctly, and another teacher comes into the room to support multiple student at the same time. These are direct evidence of the Individuals with Disabilities Education Act (IDEA) in action. I am sure these students each have individual IEP's and have their progress monitored and supported - yet the fact that they were all in a general education classroom is proof that each of them has been placed in the "least restrictive environment" for their educational experience. Furthermore, no doubt the No Child Left Behind has had a hand in these students progress and support.

Historically, it is difficult to learn that many of these children might not have even been admitted into school before 1973, as there was no requirement to educate children with disabilities. Section 504 of the Rehabilitation Act was the decision that made it possible for all children with disabilities to be able to seek an education. Furthermore, many of the students in the classrooms I have visited have been of various ethnic background and there is no doubt that the court decision made with Brown vs the Board of Education has had a direct effect on each and every one of these students. 

It is so interesting to see how far the education system in the United States has come in the last 50-60 years. I am so glad to be able to personally see how inclusive classrooms have become, to the point where it isn't even noticed that some students need extra help. In my school days, this would not have been the case. And I am so glad that so much progress has taken place!

Engaged Learning - Assignment 4

The class that I have observed so far is a Special Ed class that serves as an extra support for the students English classes. As a result, the class structure is quite straight forward. The teacher is helping the students to understand concepts better while, at the same time, helping them to complete their homework.

Some ways the teacher tried to engage the students is by reading out loud to them as they follow along. She pauses as she reads in order to define difficult words or talk about a particular interaction in the book.

She is also excellent at helping them navigate the online aspect of their assignments, making suggestions and giving feedback as they progress.

For the most part, the students are well behaved, but I have noticed that when the teacher allows one or more of them to speak about something completely not related to the classroom, they all interact and then end up being better focused when they get back to the project at hand. As if providing a brief intermission helps them all find their focus again.

Choice - Assignment 3

I have not gotten in to my service learning classroom yet - my first visit is scheduled for September 28th. However, I have a different education class for Exceptional Students. So, I will use this classroom experiences in order to answer the questions for this weeks blog post.

In describing a time the teacher has offered choice to students, I would say that the teacher I have observed is very fluid in her classroom. Interruptions do not seem to phase her, and she has been able to make changes to the course of the day easily. Some of the class time is spent as homework support, and though they are supposed to be working together, she has allowed some students to change what it is they need to focus on more.

I feel like the students in the classroom feel very safe and loved. As I said, interruptions do not seem to bother the teacher and she is good at acknowledging off-track comments, and then redirecting the class back to the focus. She is also always prepared if a student needs things like a charger cord for their computers or a bottle of water. They all seem to be very comfortable in her classroom.

I feel that she tries to recognize all of the students skills as she will call on all of them intermittently throughout the class period by name, and if they don't know the answer, she is very good at helping them come up with the answer. She is also aware of their limitations and is always good at steering around those in order to help them accomplish the task at hand.

Service Learning - Timpview

    The school I am hoping to be able to do my Service Learning in is Timpview High School. It is located in the North Provo area. The surrounding houses are quite nice and clean, though the majority of them were built in the 1960's and 1970's. So it is definitely an older community. The school itself is currently being rebuilt, so there is a large portion of the grounds that is under construction. The existing building, apparently, has foundation issues and I have heard that many of the inside facilities (bathrooms, water fountains...) are worn out and in disrepair. 

    As for the students and academics, it is an interesting mix. The graduation rate (93%) is higher than the Utah average (87%), and its test scores are also higher than the Utah average. Yet, it's equity overview is well below the average (31% compared to 50%) as are its test scores for low income and underserved students (18% compared to 50%). Overall, it appears it does not serve it's poor and minority students very well.

    As far as service learning goes, I understand that I would be in the classroom in order to help the instructor meet common needs and goals, perhaps help with coursework material and assist in discipline-based knowledge skills, and any other needs that might arise and be helpful. I hope that I will be able to truly help both the instructor and the students!