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How religion shapes education
How religion shapes education
Role of religion in education development
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General Overview Mrs. Kassandra Johnson is the founder of Good Grades Activity Center, which has been operational for over the last five years. The afterschool program takes place in the basement of The Holy Cross Church. The session runs from Monday to Thursday from 3:00pm to 6:00pm. Good Grades Activity Center is located in Maspeth and the students are of Polish descent. The majority of the students in the classroom come from middle class families. In the classroom, students range from kindergarten to grade five and are provided with instruction that is aligned to their curriculum. In the afterschool program, there are fifteen students, five girls and ten boys who attend regularly. In addition to the afterschool program taught by Mrs. Johnson, the church also teaches Polish classes to children on the weekends. The neighborhood is comprised of a multitude of ethnicities, which consists of Polish, Irish, Italian and Asian. The majority of the students taught by Mrs. Johnson attend schools in the area, such as P.S 58, I.S 73 and P.S 153. …show more content…
Johnson is a state certified teacher who has worked in the public school system for over fifteen years. Good Grades Activity Center provides support for students in all subjects and prepares children in grades three to five for state standardized testing. There are two additional assistant teachers in the classroom including myself. In addition to the general education teacher, another individual and I provide assistance on different days, but work collaboratively when needed. Our duties consist of distributing snacks/games at the start of the session, assisting the teacher with lesson plans and helping students with homework. As you walk into the classroom you are surrounded by colorful posters, student work displayed on the wall and sticker charts waiting to be filled by hardworking
“When schools, parents, families, and communities work together to support learning, students tend to earn higher grades, attend school more regularly, stay in school longer, and enroll in higher level programs.” (Van Roeckel, 2008, p. 1) Deer Valley High School in Glendale, AZ is the first high school built in the Deer Valley Unified Scholl District, and with a population around 1800 students, the high school is one of the bigger schools in the state. It has a tradition of family on its’ campus, where there are still teachers teaching that were there when the school opened in 1980. A number of former students have become new teachers on campus and just about all the teachers’ children have attended and graduated from the campus. With a school like ours, there are many connections to the community around it and it is demonstrated by the programs that bring in parent and community to help with the development of our students. There are numerous booster clubs run on our campus to help support student achievement on the sports fields, a school to work programs to teach the students necessary skills in different areas of either nursing, sports medicine classes, and in the culinary arts classrooms, and funding to our school to help ensure all students graduate on time. There are many programs on our campus, but I will discuss four of the programs: baseball booster club, C2G program, “school-to-work”, and the special education program sponsored by Arrowhead Hospital. These programs are designed to improve the relationships between the campus and the people in the community, and give all students on campus every opportunity to succeed in their future.
I began by tutoring at the Boys and Girls Club (BGC) and eventually became a teacher at the boys and girls club. The focus of my continued volunteer work was to enrich the children’s after school experience whether they needed help with homework or busy work. During my volunteer work the issue that stuck out in my mid continuously was social class or classism. The BGC emphasizes many different issues and points such as “creating aspirations for the future,” “Helping youth become responsible, caring citizens and acquire skills for participating in the democratic process is the main thrust of these programs and also to develop leadership skills and provide opportunities for planning, decision-making.” BGC encourages kids to engage in healthy and positive behavior as well as to help the youth build and discover creativity in the arts “Club programs help develop fitness, a positive use of leisure time, reduction of stress, appreciation for the environment and social and interpersonal skills.” (bgca.org)
assignments. In the case of Miss Hiller, she was becoming very discouraged because she didn’t seem to know how to motivate her students to learn. She is also bothered of the fact that the students didn’t seem to like her, and that she is having problems disciplining her students. Stansbury and Zimmerman (2000) suggests that to make life less stressful for new teachers like Miss Hiller, the principal may reduce the number of students in a beginning teacher’s classrooms, refrain from assigning them the most challenging students, and minimize their extracurricular and committee assignments.
The disabilities identified were Attention Deficit Hyperactivity Disorder (ADHD), Emotional Disturbance (ED), and Attention Deficit Disorder (ADD). The special education teacher began to interact with all of the students right as they entered the classroom and also while the teacher provided them with instruction. She was extremely personable and approachable. It was apparent that even though it was a three- week summer school session, she had established a connection with the students and, therefore, developed a learning bond in the process. The boys seemed to have a great bond as well, and they worked together to complete their assignments. There were also obvious interactions among the boys that were unrelated to the lesson but not disturbing or distracting to the class. The special education teacher jokingly came near the boys and began to talk to them and suggested they continue to work together to keep each other engaged. The special education teacher mentioned that there were times when the boys will not respond to encouraging them to stay engaged and will resist her advances. Therefore, she has to make the decision when to press on to get them involved and when to back off and give them some time with the hopes that they will
Sean has just been hired as an assistant in an after-school program for a group of 5-7 years old children. After his first day in the class, he was concerned about some of the activities the leader had set out for the children. Sean was familiar with the guidelines for developmentally appropriate practice and though some of the activities were not age appropriate. As an example, the children were expected to read and then follow the directions for a science project He wanted to say something to the group leader, but he thought that maybe he would just quit!
Tidwell, Amy, K Brigid Flannery, and Teri Lewis Palmer. "A Description of Elementary Classroom Discipline Referral Patterns." Preventing School Failure 48.1 (Fall 2003): 18. ProQuest Education Journals. ProQuest Information and Learning. Coll of Southern Maryland Lib., La Plata, MD. 3 Dec. 2004 http://proquest.umi.com/login.
This week I went to Mr. Scully’s office to collaborate with him about my grade in Mr. Mercier’s class. I came to a compromise with both Mr. Scully and Mr. Mercier on how I needed to be diligent and enhance my grade. I have come to find that I have a lot of compassion and empathy to do this. To abbreviate the situation, if I am unable to bring my grade up to passing I won’t be able to play in my basketball game this weekend. My test seemed to be florid to me, but going back to revise it I now have a better understanding. I would never want to be deleterious to my basketball team by being unable to participate in the game this weekend. To have a camaraderie with my teacher is important because he is the one who will help me get to the point
Introducing myself to Mrs. Smith the classroom teacher, and Mrs. Brown the teaching assistant; I explained that I will be observing the classroom. Mrs. Smith informed me that the name of the program is County Unified School District First 5 Pre K Academy, there are 12 elementary, 7 schools that have this program; a goal of the program is to have the other 5 elementary schools with the program. They are also part of a few other programs that make this program possible for the students: Color Me Healthy, CATCH, and First 5. Each of these programs have a high impact on the program, they help in their own subject of the program. This Pre k program is offered to students’ age 4-5 years old, and it is based on a first come first served basis.
Robbins, P. & Alvy, H. B. (2009). The principal’s companion (3rd Ed.). Thousand Oaks, CA:
The questions in this area focused more on peer to peer interactions, respectful behavior between students, and respectful behaviors between students to school staff. One of the questions on the survey asked if the teachers felt that students at Lacy care about the school. The average score for this question was 2.2 which indicated that teachers do feel like students care about their school. However, the questions that asked about academic engagement and discipline issues received high scores. The average response to the question “Class is rarely interrupted to discipline students” was a 3.4 which shows a significant need compared to other areas of readiness. Another high need area was in response to the question “Students participate appropriately in all learning activities until the end of each instructional period”. This question also had an average score of 3.4. The staff was in agreement that students were taught the rules with an average score of 1.2 which indicates excellent on the scale. These scores would indicate that Lacy Elementary is ready to implement a PBSS but would want to focus on the high scoring areas of scale 2 mentioned
“Paint a picture” of a classroom that ensures students understand classroom expectations, routines, and indicators of quality work in ways that help each student achieve power.
All effective educators need to find ways to motivate their students. The kids that fill our classrooms have different strengths and weaknesses. It is critical that teachers recognize the strengths and weaknesses of their students so they can use the right classroom management strategies to motivate their kids. In this particular case, the student named Jodie is inattentive and uninterested and neither the teacher intern or classroom teacher have a clue how to handle this situation. Ms. Marcia Thomas, who is the young intern feels that Jodie is just a problem child that lacks motivation and there is nothing she can do for this particular student. Ms. Thomas and the lead teacher Ms. Egan both lack the needed classroom management strategies that are necessary to motivate and engage students in a positive learning environment.
To help students to feel capable, connected and contributing (or the three C’s) Linda Albert asks us to make five fundamental changes to our classrooms, or what she calls “Paradigm Shifts in Cooperative Discipline” (see figure 2). Firstly, we need to move away from a “hands-on” or “hands-clenched” approach to discipline, which is an authoritarian style of classroom discipline, to a “hands-joined” or democratic style of classroom management. Secondly, we need to recognize that student behavior is a choice, and not caused by some outside force, though these forces may influence student behavior it is ultimately the student’s decision on how they will act in your classroom. Thirdly, she asks us to abandon our long list of classroom rules and replace it with a concise code of conduct; shifting the classroom atmosph...
The teacher was rated using a rubric with specific criteria in four domains including planning and preparation, the classroom environment, instruction, and professional responsibilities (Hillsborough County Public Schools, 2012). Within each of these domains are components which are the performance factors that are relevant to classroom teachers. In domain one the components include: demonstrating knowledge of content and pedagogy, demonstrating knowledge of students, setting instructional outcomes, demonstrating knowledge of resources and technology, designing coherent instruction, and designing student assessments. The components for domain two include: creating an environment of respect and rapport, establishing a culture for learning, managing classroom procedures, managing student behavior, organizing physical space. In domain three the components included are: communicating with students, using questioning and discussion, engaging students in learning, using assessment in instruction, and demonstrating flexibility and responsiveness. There is only one component that was rated for domain four which is reflecting on teaching.
This week was my second week in the classroom, and I absolutely loved it. This week flowed more because the procedures and rules were already stablished. Although Mrs. McCollum does not have “set” classroom rules displayed in her classroom, she does expect her students to respect each other. One of the first procedures that students are taught is when they come in the morning they have to hang their backpacks in their correct spots. Then, they must put their take-home folders and put it in a bucket that is next to the door. Next, the students must quietly grab a book and sit outside the hallway until it is time to line up to go inside the classroom. This is a crucial commencing procedure because it sets the stage for the whole day. During this time the teacher monitors the students.