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Blue macaroni

field paper focus

amanda sarah's picture

I would like to focus on classroom instruction in my placement, and learn more about how much direct and/or interactive instruction takes place in my placement classroom when I’m not there, and if this amount and type of instruction is beneficial to the students. I have not seen much instruction in my placement when I visit on Fridays, which isn’t a bad thing because it is important to have time in the classroom to review and do independent work, and to have a space to ask questions about the material. Still, I would like to learn if there is more instruction that goes on on other days of the week, and to investigate how this instruction specifically helps the students at the school and in the classroom that I’m placed in.

 

field vignette

sshameti's picture

In my classroom, the environment is very student-driven in that the students usually work on assignments or larger projects on their own or with their friends, while the teacher is maily available for questions and making sure the students are doin what they need to do. While I was sitting with one group of students who had already finished their work on the class assignment (it is believed in this school that all students work at their own pace so students will often be doing different things in class), the topic of race came up.

Field site vignette

camilla.dely's picture

It is the end of our work session with the 7th grade, the class has been challenging but productive. The students have collected their things and moved on to the next class. The three of us (students) are talking to Mrs Harris, the classroom teacher about our work today and which students surprised up by their great work. Aliyah*, one of the cheeriest and most students in the class, comes back to collect something she has forgotten. She get it and gives us a joyful “bye” as she leaves. Katie* commented that she had had such a good time working with Aliyah that day. Mrs Harris echos that she is joy to have in the class. Then she says: “You know, they beat her up last week?” We are all silent. “What? Who” we ask, confused. Mrs.

Vignette: it's not about getting the right answer

amanda sarah's picture

At the beginning of the first class I visited at my placement school, Ms C (a pseudonym for my placement teacher's name) gave the students a few do now problems on the smart board, and a Keystone practice worksheet. After letting the students work on these problems individually for a while, she got all of the students’ attention and they begin going over the problems together. She asked students to volunteer and explain their answers, and told them that she will give them a point on their next exam if they answer correctly today.

schools as community centers

sshameti's picture

I really appreciate you bringing in this experience as an example of how much schools can mean to a community and what roles they can occupy, and I totally agree! I spent this past summer at a high school in New York City, and being there made me realize how much school buildings can just become hubs for all kinds of activities.

Problems with Statistics and the "tier" system

jkang's picture

Reading the NY Times article on Emmanuel has made me think about the roles of statistics in defining success.  As you suggest, such numbers (the 58% to 70% increase in graduation rates, a 40% increase in African American students in AP classes, etc.) may point to successes within the school district.  Certainly a twelve point increase in graduation rates is huge in such a big city in such a short amount of time.  But it also makes me wonder who exactly were graduating in higher numbers.  The article does not explicitly state amongst which groups graduation numbers increased.

role of the superintendent?

amanda sarah's picture

I definitely agree that there are some positive changes Emanuel intiated in the school district of Chicago, but that many of his ideas concerning charters and evaluations are questionable, and it's good that Garcia is challenging those ideas and that many Chicago residents, including teachers and parents of students, are supporting him.

Something for Everyone

amanda sarah's picture
On page 145 of Improbable Scholars, Kirp describes the large number of courses available at Union City High and how the school is structured: 'The sheer complexity of a comprehensive secondary school like Union City High— the fact that, with its large staff and many departments, it looks more like a community college than an elementary school— partly explains why meaningful change comes so hard...
It is expected to be meritocratic, “creating an aristocracy of academic excellence from children of all social classes,” while simultaneously being democratic, “providing access to all,” as well as practical, “preparing all students for jobs, business and the professions.”'
 

charter schools

sshameti's picture

One thing I found interesting in The Nation's article about charter schools was this: "Advocates of charter schools frequently make the argument that by providing parents with 'choice,' the educational system—public schools and charter schools alike—will be forced to improve through greater accountability.