Summary Of Rethinking High School

High schools implement reforms that build student character, skills and commitment to the community. Berman, S. wants to know how to engage students to become more effective citizens. He believes that building a strong academic program for the students is important but the teachers also need to create a school that is open and welcoming.

Busch Middle School of Character had a wonderful sense of community, each student, instructor, and family, made sure they were doing their part. I believe it’s important for educators to understand the needs of the families and community of their students because the more resources the better. When schools actively involve parents

The two articles that I chose both went hand in hand with the struggle of learning and teaching literature. I chose the article “One High School English Teacher” because it complements my first article, “Death to High School English”. In this essay, I will summarize and interpret the first article to show the deeper meaning of it. Then I will research my second article and show the author 's credibility to help prove my argument, and finally I will tie together all my main points of my essay.

As a leader in urban education, working in under-served communities, I found that KIPP strategies worked! A highly functional learning community is an energizing place for teachers. I share KIPP’s belief that all students can and will learn, and with continued supportive guidance will succeed in life. In my current program, success and growth are the expectation with 100% of 5th graders receiving academic awards annually, and K-2 students growing five levels on the Fountas & Pinnell system during camp. These achievements are the shared results of teacher commitment and student grit.

It also showed us that value in education comes in different forms. For example, students like DeAndre valued education but didn’t think the education he was receiving was the best approach for him. It may appear the DeAndre was uninterested in learning but in reality he was interested in learning things that could help and resonated with his cultural history. I was enlightened by the way this article helped to highlight different types of students in a positive light. I resonate with this article because I went to a high school where students were labeled as noncompliant or “acting white”. I fell that more educators should read this article to get a well-rounded view of all their students especially those in the minority community. Furthermore, after reading this article I began to brainstorm alternatives to making school more appealing to all categories of students. According to the Boston Globe a new idea called community schools are entering discussions about better school models. The Boston Globe defines community schools as “both a place and a set of partnerships between the school and other community resources. Its integrated focus on academics, health and social services, youth and community development, and community engagement leads to improved student learning, stronger families, and healthier communities”. This idea sounds great to me because not only does it address the needs of the student

If there is no hope to enhance their education there is the hope that it can give the students a support system, they were lacking and decrease the chances of students forming unhealthy habits and behaviors. If the system doesn’t work in the academic sense it can still work in the behavioral aspect. Using MTSS can diminish and replace problematic behaviors, thus creating more time on task and teacher involvement to help the whole student body learn. Education continues to work on “Closing the achievement gap using multi-tiered academic supports requires best practices for universal screening and diagnostic assessment to understand youth academic needs (Benner, Kutash and Nelson)”. The key word in that sentence is focusing on student’s needs. Thus, creating more teachers who work to emphasize and understand the lives of their students and creating the “Down Teacher” that Dance describes and implores teachers to strive to be to meet the needs of their students. This is the best system that has been created yet to work with students. Placing this pedagogy in the hands of teachers and psychologists who work in urban education could change urban education for the better. Focusing on the students’ needs is at the fore front of a student-centered approach. To accommodate and adapt has and will always be a student-centered approach. Teachers who do not adapt and ignore the needs of student to teach required material fall under the teacher centered approach which doesn’t

We will house kids who are products of all facets of society. For example, children of immigrants, children who have affluence, children who are loved and cared for greatly and children who may be in a situation of neglect. Teaching is about reaching out to each student, helping them to overcome challenges and be the best that they can be. It seems that an increasing number of these challenges may not be academic in nature. I believe that conquering these challenges actually beings with the little community forming within our classrooms. As teachers we have the obligation to teach our students how to have respect and compassion for one another. How to be on the same team and work together, no matter each person’s background.

Growing up in the inner city of Los Angeles taught me many things; make sure you’re inside before the street lights come on, never wear all red or blue, and make sure you get a good education so that one day you can leave the inner city behind. I was fortunate enough to have both a mother and a father who stressed the importance of excelling academically because attending an inner city, LA county, public school did not instill a love of academics in myself or my peers. Our teachers had checked out, the curriculum was not inspiring or relatable, and everyday there was yet another fight happening during recess. As time went on I witnessed my classmates and I take completely different paths. The strong support system I had at home proved effective. As I went on to go to college, many of my peers dropped out, the dismal state of our public school system had clearly failed them. During my undergraduate studies, the stories of my old classmates did not leave my mind.

Question 1: What key activities have you been involved in at school, in the GEAR UP program, and/or in your community? Also, describe your most significant scholastic achievement or other honor/awards to date.

"Then comes baby in a baby carriage" was all Rafael could think about when he sees Sonny push a carriage with various bags attached to it into his apartment. What on earth was he involuntarily being roped into? Babysitting and on the one day he wasn't busy with multiple cases or tutoring his boyfriend.

When I initially began High School I thought internally, this is it, this is the point at which my life changes, this is where school work gets harder, classes get harder, the sports become more advanced, and my evaluations in High School are going to reflect my employment, and universities later on, and everything in my life has finally become a hectic roller coaster. But I know that High School is like a stream because along the way you'll find some trash, go over some harsh spots, discover a whirlpool or two, stagnate for a bit, lastly get to the end of the adventure and acknowledge you have had an awesome ride. I know this without a doubt in light of the reality that back in middle school/ junior high I got awful grades I kept saying to myself every time, that I have to stay focused and get my grades up because my grades in my previous years would follow me through high school. In middle school it was hard for me to remain centered and complete my work, and get decent grades. I had to keep my mind like a sponge and absorb all the details I could in every class.

We have to provide multiple opportunities for students to grow and learn. We need to be a culturally diverse school district that accepts everyone and encourages a pluralistic culture. We need to work together with our

In my current position, I am responsible for creating multi-tier supports and systems for two urban schools. This includes working to improve school climate with the implementation of Positive Behavior Interventions and supports (PBIS). Henderson, Mapp, Johnson and Davies 2007, intrigued my interest because one component of improving school climate is creating parent and community partnerships. As Henderson at el 2007, discusses poverty has a direct effect on students health, mental stability and success in school. Many times because of poverty parents within my school district have a hard time participating in school functions. Many of the students do not have a guardian who is around to help with homework or to review school papers. Even though poverty is very prevalent in my current schools it is so important to continue to work on creating that partnership. According to Henderson et al 2007, parents and other family members bring knowledge and perspective on their children, their culture

First, most of the enrolled students have a higher likelihood of being either African American or Hispanic students coming from the low to poor income bracket and bringing with them a whole different set of problems such as insecurity within the family, unattended health issues and language barriers. This coupled with discipline issues, pregnancy lead most researchers to believe these are the reasons that students cannot or do not learn. (150) The prospects of change seem slim when you consider these things together, but can change be effectively used to increase trust and decrease the growing stereotype we see in urban schools?

For the majority of my life, I had lived the way they referred to as “the right” way of living. I did as I was told and dressed how they would have preferred me to. I had also done well in school since the idea of being successful had always been engraved in my head. As a teenager, I never had the opportunity to experience what countless men and women would refer to as “high school experience” since I excessively worried about my grades and any possible way I could improve them. Subsequently, I completely disregarded the thought of gaining experience in which resulted in having no recollection of memories in which I can truly value. Therefore, what exactly have I been doing with my life? Absolutely nothing. I had the same routine for six years; wake up, get dressed, go to school, eat lunch, study for several hours and then go to sleep. I lived a monotonous life in which I felt had no meaning. As a result, of the establishment engraved in my head at such a young age, I had forgotten all it is that life has to offer. That life is limited and how important it is to “live in the moment” which can be demonstrated by the moments I’ve missed, the moments I’ve had, and those I long to experience.