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Eassays on the learning environment
Eassays on the learning environment
Compare and contrast high school and elementary school
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Throughout my final two years of high school I volunteered in kindergarten and first grade classrooms at the local elementary school. Initially I was volunteering to satisfy community service hours, but I found myself enjoying these weekly visits to the colorful and rambunctious classrooms more than I expected. Though high school and elementary school share many common characteristics, I simply prefer elementary school because at my high school I grew so used to the negative environment that the new and positive atmosphere at the elementary school was almost surreal. When you first walk into any school, you’re almost immediately greeted by the secretary at the front desk. At the high school there were usually two secretaries, both preoccupied …show more content…
In a stereotypical situation, some of the girls might be sitting in the corner gossiping about how promiscuous Rebecca is or how handsome Ben looked today while smacking their fruity flavored gum and examining each other’s outfits, secretly judging one another. A group of guys could be chatting about last night’s game or their latest score on Call of Duty all while goofing off and rough-housing while the teacher is still out of the room. Another group of students may be tapping their pencils and reviewing notes or preparing to pass in the last homework assignment all while patiently for class to start. All of these different groups result in a social hierarchy that is not seen in elementary schools. In elementary schools, the children are filled with a wild curiosity so who you’re friends with isn’t a big deal. In the kindergarten classroom there was a young boy with a boisterous and contagious laugh that everyone enjoyed, he was called “Whistler.” Even though he was disabled, none of the students discriminated against him which I thought was amazing; everyone was friends with everyone in elementary school. At such a young age these students had encompassed more humanity in their three and a half feet bodies than some teenagers did in their years of
No one would talk to her, recess was spent in anguish, and she would find garbage and spoiled food in her book bag. As she progressed into 5th grade, some of the social atmosphere began to shift in subtle but profound ways. Being accepted into a clique is all that matters. Instead of being admired for class participation, as in earlier years she was laughed at and labeled as “teacher’s pet.” She said the rules were simple “shun or be shunned—if you weren’t willing to go along with the crowd, you would become the reject.”
The high schools are made up of cliques and the artificial intensity of a world defined by insiders and outsiders. (Botstein pg.20) The insiders hold control. over the outsiders because of good looks, popularity, and sports power; the teacher. and staff do nothing to stop them, the elite.
Rather than interacting with other children their age, most of their time is spent with their parents or an adult tutor. Forming close friendships and socializing with other children is vital for the development of your child’s social skills and overall emotional health, according to Liza Blau, Everyday Life Magazine. While attending public school, students have everyday interactions with adults and most importantly other students. Without everyday interactions with adults, students will have a hard time developing their emotional growth and developing autonomy.
The daycare that I visited was Rosemont Daycare and Preschool. This center is faith based and I was able observe the “Duck Class” which was the age group of four and five year olds. I went to observe on February 11th and 16th, from 9:00 a.m. to 12:00 and the 18th from 3:00 to 6:00. On the 11th and 16th, there were a total of 12 children in the Duck class. At 9:00 the children were engaged in circle time meaning that the children were learning about their bible verse for that month which was “For God so loved the world that he gave his only begotten son.” The children then discussed what they thought that meant. On the 11th I was present to see the children, the ones I decided to observe were Kali, Roslyn, Fiona, and Brayden. When the children were doing crafts I sat near the counter island in the class room so I was out of the way but still able to see and hear what the kids were doing and saying at the table.
In Julie Otsuka’s When the Emperor was Divine, she tells the story of an anonymous Japanese-American family living in Berkeley, California, in 1942. In the months following the end of World War II, Japanese families living in America were subjected to discrimination due to their racial orientation, sent to internment camps, and returned home just to receive the same treatment as before. Otsuka very obviously leaves the identities of the main characters in her novel unknown to describe the universality of the situation each ordinary Japanese-American person faces, which depicts how Otsuka’s unique style of writing uses nameless and named characters throughout the novel to express how the American government harshly treated Japanese American
For this field assignment, I chose to observe a seventh grade self-contained math class at William A Morris I.S 61 on Staten Island. I am currently a substitute teacher at the school and has worked at this school for approximately two years. For the purpose of this observations, I worked with Mr. Karl Knutsen, a 6th and 7th grade math, special education and technology supervisor at the school. Mr. Knutsen has been a teacher for seven years and has worked in I.S 61 for five. He currently teaches all self-contained math classes and is the "tech guy" for the building, meaning he is the go-to guy for all SmartBoard or computer based questions and emergencies. I am currently observing and working with Mr. Knutsens first and second period 7th grade class, 717. This class has 12 students, 11 boys and 1 girl, ranging in ages 13-14. Each student has an IEP for varying
Moreover, the children who can effectively explore early social situations in school show signs of improvement begin and keep on benefitting from their social information and experience as they advance through primary and middle schools. The studies proposed that teacher-pupil relationships assume a critical part in affecting youthful children's social and enthusiastic advancement (Rudasill & Reio, 2010). In addition, children who had a safe relationship with their preschool and kindergarten teachers showed great associate communications and positive relationships with teachers and companions in primary
Teachers and peers Teachers played a huge role in my development because I started preschool at the age of two, so I spent a lot of time in some sort of classroom setting and interacted with the teachers. When I was younger a lot of times I preferred to be around the teachers, mostly because being an only child at the time, that was all I was used to. There were times when I did interact with my peers. Most of the time I spent was with my cousin because we had the same class. Once I was old enough to start kindergarten I was confident that it was going to be a cake walk. I met a group of friends and was excelling in class. However, my friends and I had a very hard time getting along, so we were later separated. Throughout my childhood I recall bouncing between several different types of friend groups, from the “cool clique”, to the
The child I observed is Lucy, she is three years old, weighs about 30 lbs, and is 35.5 inches tall. Lucy is white, has blonde hair and blue eyes. In her usual household Lucy lives with her mother, father, older brother and older sister. Due to some flooding in the basement, the family had to temporarily move out of their home and into the father’s parents’ house. At the time of the observation the members in the house hold consisted of Lucy, her brother, sister, mother, father and paternal grandmother and grandfather.
I observed at St. Eve’s Learning Center location in their preschool room. The center has a naturalistic feel to the environment and all of the staff is friendly and welcoming. The classroom displayed best practices, modern theories and research, and followed expected standards set by their accreditations.
“In middle childhood, 30% of a child’s social interactions involve peers, compared to 10% in early childhood” (Blume, 2010). Children place a large importance on friendship more when they grow older. In early childhood, friendships are associated with a particular activity. During middle childhood, children focus more on bonds and trust when it comes to making friends. Children start to use selective association meaning that children start to pair off with people that have the same interests as them. Sociable kids are attracted to other sociable kids and children who are shy tend to get left behind.
For the majority of my preschool observation, the children were outside. It was very hard to get a good idea of what they did at this preschool and what the kids and teachers were saying. Just from my observation, I realized how different my preschool was. I went to St. Vincent DePaul Catholic Preschool in Shepherd. It was very different because my class was very small. It had eleven people in it, while the class I observed had about twenty people in it. Also, these children go to school all day and they will not all end up in the same graduating class someday. At my preschool we only went for half days and the majority of the students that went to my preschool graduated with me. I think both of the preschools had pros and cons. All day school is most likely better because students will get used to going to school all day and be more prepared for kindergarten. Having a smaller class may be better because it is more one on one. The one thing I think that was really good about my preschool is that we all graduated high school together. I think that it is very fun to get to grow up with the same people. I think both preschools are very good, they are just very different.
The result of this neglect to promote social development has created a restricted social atmosphere. Freshman in particular, beyond orientation, have little help from the school to meet new people and learn how to interact with the Archmere community, which includes teachers, older students, but most importantly their new classmates. Many struggle to open up to their peers at first or end up confined to their classes or fall sport when making friends. This limit of interaction between a diversity of students begins to separate groups of students that stay together resulting in “cliques.” As students, we can witness this phenomena on a daily in the SLC, where students seem to have assigned tables, never straying from their regular group of friends.
In electing to observe a kindergarten class, I was hoping to see ‘real world’ examples of the social development, personality types and cognitive variation found within the beginning stages of “Middle Childhood” as discussed within our text.
Children in grades 3-5 are highly social. They learn more about values and respect. Students are also encouraged to develop their written communication skills via diaries, journals, or short stories. They work quickly and have a limited attention span. Third through fifth graders are very competitive. This age group works well in small groups or with partners. The...