A huge component of the school’s experience is their outdoor endeavors, showcase nights, and their outreach to serve in their community. Within the school year, students take a week-long break called intensives. In which students explore and experience different activities outside the classroom. Many students go on trips to raft, rock climb, do community service, build and design product. They also do other fun things like a class on the novel, Harry Potter. Significant trips to the students are the Freshmen Keystone and Senior Expedition trip. On the senior trip, students share time together and brainstorm ideas to explore a career, an answer a real-world question or problem, or explore a subject of their choice. This is also a time …show more content…
Where students are challenged to give up their cell phones, in order to experience a time for bonding and learning about natural science, of the woodland space they share. All of this is done for them within the first month of the school year. They call this the induction period. Where the school’s senior leadership team, called “Rudder,” introduce Freshmen team to the school. The rudder is composed of a small group of seniors who are dedicated to further taking leadership in the school and community. They take part in volunteering in many school events and modeling leadership amongst the student body. In the induction period, Rudder facilitated icebreakers and team building games to the students. Therefore, through the games and challenges Rudder presents to the students, they develop a deeper interpretation of the importance of these activities in our everyday life and a small taste of our teaching approach. This also helps students breakout previous eight grade habits and open their eyes to the new high school atmosphere they got accepted …show more content…
They are introduced to the school values and the “Crew,” community they are part of. With the help of Rudder, teachers receive a discreet observation of students. In which they can take notes of the students who will be more outspoken in the classroom, quiet, challenging, and who the individual student coming into the learning environment. The freshmen team are presented with the school values, such as our, “Body Basics” and William Smith’s, “Habits of Excellence.” The body basics are, facing the person, eye contact, tone of voice, facial expression, and body posture. We introduce this to the students, to show how important their body language communicates to the people outside themselves. We do this through acting out scenes, which also provides students a tiny introduction to the work they will be doing in their Improv class. Which is a required class for the students to take because through improv and theater exploration, students become aware of their surroundings and become more present in their everyday life. The habits of excellence are self and community awareness, engagement in thinking and learning, responsibility, and time management. These are all habits the school wants to embed into student to work upon in the classroom and in their everyday life. Through reflection, students share where the habits take a role in their student
Both Ronald Morrish and Craig Seganti have been educators for many years and have subsequently developed their theories over many years of teaching. Both believe that it’s important first to establish the belief in students that the educator has the authority and is in command. Morrish and Seganti both also stress the importance of establishing rules and teaching students how to comply with those rules. For instance, Morrish and Seganti assert that it’s critical to practice appropriate classroom rules. Both also agree that it’s important only to make rules that you’re absolutely willing to enforce and that students should not be involved in creating these rules. Moreover, Morrish and Seganti also have similar perspectives regarding how self-esteem
It is hard for me to even condense the realizations that this book has made consider about my mindset and the mindsets of others. It has enlightened me to consider several situations and how the mindsets can steer outcomes in a certain direction. They can impact lives. Both educationally as a teacher (leader role), the mindsets of students, and the mindsets of interacting with others become a leading role in being able to provide an engaging and safe educational environment for all students.
Between study group, debate, and chess tournaments there wasn’t much of a social scene around Winchester University in Omaha, Nebraska. The school year at this college was year round, but the students were given a 30 day summer vacation in July. The majority of the students went back home to visit their families during this time. But as juniors at the University Charles, Fredrick, and Stanley, all childhood buddies, decided it was time for a change and that they needed a little more spice in their life. Realizing that they were almost twenty-one and had never breached their comfort zone, they knew a road trip was in store.
Learning experiences outside the classroom such as field trips, movies, etc. are also very important, not only to support the classroom learning and to provide a lively and life-referring learning experience but also to give the students a chance to communicate in an out-of-classroom-situation that is more connected to their lives than the theoretical world of the classroom.
... my classroom I have created an environment where we are a family and as a whole school we are a village where interdependence is celebrated and we work together to do the best for our children and each other. In our village we all need to love and be loved. If I didn’t love my children I would not be catering for their needs. For successful learning to take place the children need to feel a sense of worth and meaning. Each child in my class is here for a reason and are valued as individuals whose lives are meaningful and so worthwhile (Groome, 1998, p. 93).
From a teaching perspective, ethos can highly affect a classroom’s efficiency. In this case, ethos will be described as a collegiate instructor’s character. To go along with this, credibility, trustworthiness, and general relationships with students an educator in a collegiate classroom must acquire.
The segment starts with regular classroom scenes featuring teaching, student engagement in learning, as well as all-day activities of school
One of Glasser’s fundamental principles is that teachers and administrators should make school enjoyable —a place where students want to be. He asserts that most problems between teachers and students are caused by unsatisfactory relationships facilitated by what Glasser calls the seven deadly habits such as criticizing, blaming, complaining, nagging, threatening, punishing, and rewarding students to control them. To improve relationships and support students in their learning, he encourages educators to replace the seven deadly habits with the seven connecting habits, which are supporting, encouraging, listening, accepting, trusting, respecting, and negotiating differences. In building strong relationships with students, Glasser asserts that teachers should endeavor to befriend students rather than tell must and mustn’t do. Furthermore, reasonable rules of class behavior should be established. Glasser suggests teachers rely on one fundamental rule of behavior, known as the Golden Rule. He says that a few other rules may be necessary occasionally, but the Golden Rule should be fundamental to
With the use of guidance and a democratic classroom, children feel important and have greater respect for their teacher, which in turn causes the students to feel more inclined to exude positive behavior.... ... middle of paper ... ... (EDC, personal communication Oct 6 & 13, 20011)
As much as this class has grown together, every one of us has also grown as a unique individual. We have found our talents and interests. These interests have drawn us to different activities and in turn helped shape our lives. Some of us have excelled academically while others have helped improve Summer High School by participating in activities such as Link Crew or ASB. Some of us acted in plays while others shared their musical talents by singing in the choir or performing with our outstanding band. Many of us have preferred to be involved in community service with a group like KEY Club. In addition to these school activities, many of us have invested time in jobs and other community activities.
Each year, as a new group of students enter my classroom, I will encourage them to be expressive of their imaginations in their favorite subjects, whether it will be art, literature, math or music. We all have rules and regulations to follow, and each student will know that there is no exception in the school or the classroom. Another goal in my classroom will be to keep the students excited about learning, not to treat school as a game or a social event, but to encourage a unique and fun atmosphere to learn.
We should be intrinsically motivated and self-directed to word the goal. Should understand and learn from the lesson what we read but should not only drive by grades or external praise. We should identify own strengths and weaknesses as a learner and seek out opportunities for learning that help build self-concept as a learner and collect a series of strategies to help us acquire knowledge. We need to become familiar with a range of learning strategies to acquire or retain knowledge and Identify and use strategies appropriate to goals, task, context, and we need to consider the resources available for learning and think deeper about issues and draw connections to personal, academic, and professional lives. We also need to consider the instructor as a guide, but themselves as the pursuer of deeper understanding and Learns collaboratively, through peer engagement and feedback.
Students should be encouraged to interact with one another and to develop social virtues such as cooperation and tolerance for different points of view. Also, teachers should feel no compulsion to focus their students' attentions on one discrete discipline at a time, and students may be responsible for learning lessons that combine several different subjects.
63). The authors illustrate this point through the story of Ning Chang and her shock over her experiences in an American College. Chang describes how she struggled to change her behavior, according to these new cultural rules (Adler et al., 2015). Even though my transition into the college classroom was nowhere near as difficult as her experience, I was also shocked by some of the behaviors of the students around me. Thus I was feeling what Adler, Rosenfeld, and Proctor refer to in their text as, “adjustment shock” (Adler et al., 2015). This transition, however, was accomplished due to “mindfulness” (Adler et al., 2015, p. 62). “Mindfulness” occurs when someone is “aware…of one’s own behavior and that of others” (Adler et al., 2015). One of the techniques in interpersonal communication is “mindfulness” (Adler et al., 2015). During my homeschool years, I used this technique through watching my siblings and other homeschoolers interact with each other. I experienced this form of communication competence through an unfamiliar classroom setting. In college, I utilized this method by watching my more experienced classmates. Through my surveillance, I learned when and how to enter into a class discussion and appropriate class behavior. This coincides with Berger’s “passive observation” which, ‘involves noticing what behavior members of a different culture use and applying these insights to communicate in ways that are most effective” (Adler et al., 2015, p 63). An example of this occurred in my Spanish 101 class. In my Spanish class each student had to give a speech in Spanish about themselves. I decided to watch some of my other students’ give their speech first, in order to gain ideas and critique these presentations, so that mine could be more effective. Through these forms of observations, I
On the next two sections the same activity and same class discussion. While students are doing their activity I am secretly observing their attitudes; the way they speak, the way they move and the way they perform their tasks. I was very careful with my words that time, for me not to commit mistakes and because I want to get the attention of my students I remained serious all throughout the