Jefferson Elementary School Observation Report

To set the demographics, Lacy Elementary School is a 60-year-old neighborhood school. Originally built to accommodate 500 students, the school is now over capacity, reaching a high enrollment of 650 students. Located in an urban school district, a majority of the students qualify for the federal breakfast and lunch program. The district has recently experienced a new rezoning, and in result there are buses now bringing 200 students from the surrounding neighborhoods to the school. Lacy Elementary opens its’ doors at 7:30 a.m., although school doesn’t begin until 8:30 a.m. Teachers are not required to report to school until 15 minutes prior to school beginning, however, teacher assistants or paraprofessionals are paid a stipend to supervise students before and after school. Although they have this opportunity, there are only two individuals who have chosen to supervise in the breakfast program. To provide additional assistance, PTA volunteers and administration are currently helping supervise when able.

On Thursday, June 16th all 4th grade classes from Hanscom Middle School got their Every Kid in the Park passes, learned about the Centennial and met park rangers too boot. A neighbor of Minute Man National Historical Park, Hanscom Middle School is located on the adjacent Hanscom Air Force Base, located in the towns of Bedford, Lincoln and Lexington, Massachusetts. 50 students were awarded their passes as well as peppering rangers with questions about the National Park Service.

I have had the pleasure of teaching Fantashia Felder during her sophomore year. It is because of students like Fantashia that I prefer teaching tenth grade over any other. What makes this year so special is that teachers can truly see the transformation of their students from children, to young adults. It's a pivotal moment in a child's life where they must decide if they want to become focused on their academic and professional careers or become super apathetic. Fantashia chose to turn her life around and I am so happy I was able to witness such a beautiful transformation.

Upon receipt of an email from Ruth Ann Ponten, a 7th grade math teacher, Maya Thomas, the district staff development and instructional consultant, immediately took action to help support the struggling teacher. Ruth Ann was located at a school within a rural community that was undergoing a major transition. The community of farm workers and working class families was transitioning to a community of educated professionals that were being attracted to the community’s strong, tight-knit feel and impeccable older homes. With the change of families, new expectations regarding education started to emerge as well.

Naperville North students who have taken school lunch this year dislike the policy of having low quantity of food in their meals than last year.

Saginaw High School is a co-ed, public school in Saginaw, Michigan. SHS holds classes for students in grades 9 through 12. There are about 600 pupils enrolled and the student-to-teacher ratio is 15:1. The gender divide is 51 percent female and 49 percent male. It's part of the City of Saginaw School District. The graduation rate is 81 percent. State assessments show 37 percent of pupils are proficient in English and 24 percent are proficient in Mathematics.

In that class, the student learns about different teaching methods and how to care for children. As part of the curriculum, we volunteered at Long Elementary as teacher aides. Working with 4th grade students and observing an everyday class room was such an awe-inspiring experience. I had a completely new perspective about teachers. I have so much more respect as before. Teachers put so much time and effort into helping children for their benefits. I knew from the first day I helped with Ms. Williams’ 4th grade class, how much a teacher is a positive influence on children. There is an overwhelming feeling when you help a student with a problem and in return they give you the most heart-warming smile. The experience at Long Elementary helped me make my final decision on whether I wanted to teach elementary or secondary school. As much as I enjoyed helping elementary students, in my heart I knew secondary school was the path God had in store for me.

When I began the search for which college I was going to attended I never thought about Montana State University. I got a letter in the mail from the school telling me to apply. I began researching the school and became more interested. I knew the only way I would know if it were the right school was if I toured it. My mom and I came to tour in February of last year. As soon as I toured I knew it was the right school for me. It gave me a feeling as if I were home. While spending the next four years at Montana State University I hope to obtain a degree in sociology. I also want to have new experiences. I choose an out of state school to push me out of my comfort zone. I want to make life long friendships and enjoy what the school has to

Welcome to Mrs. Gayle Harmon’s classroom! Mrs. Harmon has been teaching in a classroom since 1994, and has taught in many different states. Mrs. Harmon is a graduate of Concordia College and is a very proud educator. She currently is teaching second grade at Matoka Elementary school in Virginia for 8 years now, and is the team leader of her section at Matoka. Being that Mrs. Harmon has taught for quite some time now my first question was “How have your teaching skills evolved since first teaching a class?” Mrs. Harmon chuckled and smiled before responding, she says that “With time, comes wisdom and learning”. She is not nearly as naïve as

During my second preclinical experience at Westview Hills Middle School, I learned the importance of cooperation and collaboration among teachers at a school. I was able to observe team and department meetings during this experience. It became clear that it is important for teachers to work together in order to provide a positive atmosphere at a school and in a specific department. Although it became obvious that personalities and teaching styles were different throughout the school, the teachers still acted professionally and used each other as resources in

Hi, I'm as of now an understudy at Murrieta Mesa High School. I have lived in Murrieta my entire life. I've been included in the class of 2017 club. One occasion specifically that has intrigued me is the football games.

To conduct this research, there have been six teachers selected from Mena Middle School. Two of the teachers are novice teachers, having less than three years experience in the classroom. Two of the teachers are experienced teachers having more than three, but less than twenty years in the classroom. The last two teachers are veteran teachers. They have at least twenty years of experience in the classroom, and often have a set way of teaching that does not very much from year to year. These six teachers teach in the tested areas of Literacy, Math, and Science.

As a newly graduated teacher, I was beyond grateful when I received that phone call asking if I would like to accept the position as a Hubbard Middle School sixth grade English Language Arts and Reading teacher. After accepting the position, I spent weeks planning for those bright faces to walk into my classroom door and for my world to be forever changed. How would I manage their behavior? Would I allow them to go to the restroom during class? Throughout the summer, leading up to the first day that I would go from a student to a teacher and be in charge of one hundred budding minds and personalities, I lined out everything I needed to have a successful first week. Supplies were sorted into bins, lesson plans were submitted, and copies of get-to-know-you games were made.

You cannot grasp a classes true meaning until you are in the classroom, witnessing things firsthand. This student teaching experience allowed me to put everything that I have learned about education and subject matter into action. I had the opportunity to test the waters under the supervision of an experienced teacher who guided me along and helped me become the kind of teacher that I aspire to be. I have been blessed to learn so many things through this experience that I am able to carry on to my next steps; some concepts include always prepare for the unexpected, “Dare to Disturb the Universe,” and give students choices.

When working at Wade King in Mr. Denton's fourth grade classroom, I found that the students were very excited to have Nicole and me as guest teachers for their math hour. I had never worked with fourth grade students before, so their warm and inviting attitudes help calm my nerves. The lessons went well and I was surprised by some of the students' connections that they had made throughout our lessons. For example, there were several students that would bring up things that we hadn't talked about yet, but we were going to at the end of the lesson. Like the connection that certain fractions were larger than other fractions and this connection tied into the end of the lesson where we would place fractions on a number line by smallest to largest. It was so exciting to see students making these connections on their own and understanding the content that was being taught. I also felt like I was able to support the students very well when they had questions or difficulty with the lesson. I must admit, I was intimidated by the new fancy school and the fact that the students knew Chinese! Also, never having worked with fourth graders before, I didn't know what to expect or if I was truly prepared. Then we began teaching and the students had questions that I could confidently answer! Everything that I had learned paid off and it was such a good feeling to be able to support students learning. Something else that went well was teaching to Bridges. Bridges is so easy to follow and the