Classroom Reflection

be distracting to the students trying to read to themselves. Once the students had finished reading, Ms. Knox unceremoniously handed each child a set of letter magnets and a small baking sheet. She told the students to use the magnets to spell out that weeks spelling words but became easily frustrated when the students asked questions. She has sloppy transitions that left the kids shuffled and confused. There was a great deal of fragmentation inside Ms. Knox’s classroom. It seemed like Ms. Knox wanted to be a Social Reconstructionist or Progressivist but didn’t have the full set of skills necessary. Though both of these teachers were white woman in their early twenties their classrooms and teaching styles were very different. While Ms. Bryant was clearly student centered, Ms. Knox was more teacher centered. I was most impressed with Ms. Bryant’s form of classroom instruction and would have done several things different in Ms. Knox’s. For instance, I would practice least intervention and withness for starters while also using neater transitions between activities. I enjoyed the calming and cozy feeling Ms. Bryant created in her classroom. Perhaps I caught Ms. Knox on a bad day

North Kansas City is the oldest high school in the district and is crumbling in certain areas. Our population was immense with more than 300 students in each grade. Also, we travelled between four buildings instead of staying in one building all day. Students had classes in the Main Building, Business and Technology Building, Norclay Building, and the off campus Library/Media Center. Though the school was old and over crowded it had insurmountable school spirit. Between the athletics, band, theater, and academic programs, and multiple clubs there was a little something for every student. The student council held multiple Spirit Weeks a year and there were four dances a year in addition to