Classroom Field Study Report free essay sample

General Description Disston Elementary School, located at Knorr and Cottage Streets, in the Tacony/Wissinoming neighborhood of Philadelphia, is a four-story brick building. The school, K through 8, has a gym, auditorium, and library. There is also a computer lab, consumer education classroom, and a music room. The floors are organized by grade levels, starting with the lower grades on the first floor and working their way up the building. The ground floor, or basement, is reserved for specialty classes, such as music, etc. The school, built in the early 1900’s, has very few modern improvements, mainly because it is a historical landmark. There are no elevators or ramps making it inaccessible to those with walking disabilities or are wheelchair bound. The school, which has approximately 800 students and 40 teachers on staff, is maintained well and kept clean. The staff members I encountered at the school were well informed and professional. The neighborhood is predominately middle class, but does include some low-income families. We will write a custom essay sample on Classroom Field Study Report or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In addition, about 15% of the students are bussed to Disston from neighborhoods that are at or below the poverty level. The cooperating teacher, Ms. Bledy, was happy to share her classroom as well as her experiences. She provided a pleasant atmosphere and gave me the opportunity to observe her seventh grade science, mathematics, and social studies classes, and fifth grade reading and English classes, which she also instructed. Her seventh grade classes consist of 29 students and her fifth grade RELA (Reading/Language Arts) class consists of 25 students. Learner Differences In the 7th grade class, there are 26 students with average or near-average ability and three students who have been identified with reading and math disabilities. These 3 students attend special classes for those subjects and return to Ms. Bledy for science and social studies. Ms. Bledy adapts the content in science and social studies according to each of the special education students’ I. E. P. (Individual Education Plan). Since all three students are at, or below a second grade reading level, Ms. Bledy uses the school library to find appropriate stories, books, or articles at each students grade level. She looks for material that is parallel, or as close as possible, to the content that is being covered in science and social studies. While lower grade level books have less detail, the teacher tries to provide the special education children with some reading material on the same or a related topic. For example, in a science class on metamorphosis, Ms. Bledy found a story called â€Å"The Very Hungry Caterpillar† by Eric Carle. This grade 1 story, through pictures and words, shows the four life stages from an egg to a butterfly (Surprisingly, the students of average ability also enjoyed this 1st grade book). Ms. Bledy also provides daily hands-on and visual learning experiences for all her students; therefore she finds it easy to adapt lessons for the special education students mainstreamed into her classroom. With the exception of the 3 special educations students, the remaining 26 students in Ms. Bledy’s math class are instructed on a 7th grade level. The teacher uses various visual, auditory, and hands-on learning techniques to adjust to each students learning style. Disston School provides a â€Å"reading cycle† for 90 minutes each day from 10:15 to 11:45 a. m. During this time, students throughout the school change classes to attend reading and language arts at their ability levels. Ms. Bledy teaches level 5 reading, writing, and English. In this class, there is a mixture of 28 students from grades four through eight. Within the groups of students I observed, there were no students with physical handicaps, nor did I observe anyone with severe emotional behavior differences. Ms. Bledy did inform me that 2 students receive the prescription drug Ritalin daily, administered either by the school nurse or a parent. There were very few behavior difficulties in Ms. Bledys classroom. She has created a structured, firm and fair atmosphere that the students find comfortable. Motivation Techniques Ms. Bledy facilitates safety, belonging, and positive self-worth to each of her students on a daily basis. The atmosphere in the class is one of calm, encouragement, respect, and unity. During the entire time I attended her classes, I saw students actively engaged in learning, any disruptions were addressed quickly, quietly and effectively. The children seemed to have little difficulty in dividing work in cooperative learning groups and they readily helped each other during class activities. I observed Ms. Bledy’s classes in the last few weeks of school, but it was apparent that the students had become accustomed to routines and had a sense of trust among them. The special education students mainstreamed into the regular education classes were not afraid or embarrassed to show their group members any lower level materials they were using. Although the students were grouped heterogeneously, Ms. Bledy is careful to place the special education students in groups with students that are more patient and have a kinder disposition. These easy-going students are more compassionate toward a special education group member who might take longer to complete an assignment. Some examples of motivation techniques I observed are: Safety: While Ms. Bledy was giving directions for a map activity in social studies class, one of her students, Brandon, rolled up a few small pieces of paper and was proceeding to put them into an empty pen tube. Just as he was about to put the pen to his lips, Ms. Bledy made eye contact with him as she continued giving directions for the activity. She walked over to Brandon and put out her hand so that he could hand over the â€Å"spitball† tube. She never stopped giving directions, but did stop this young man from throwing spitballs around the class causing a disruption. She then pointed to the behavior book and motioned for Brandon to sign it. He shrugged, but quietly walked over, found the page in the book with his name on it and wrote the date and what he did. Brandon wrote, â€Å"trying to make spit ball tube, but Ms. Bledy took it from me. This is a warning, if I do something disruptive again today I will receive a penalty. † At the beginning of the school year Ms. Bledy taught and practiced with her students the class rules and what was expected of them. She feels that if the students write down what they did and make some notation of either a consequence or some other thing that helps them improve their behavior, that there are fewer disruptions in class. Effort and Improvement: Eric is having difficulty creating a circle graph from information on a complicated bar graph. Ms. Bledy gives Eric some individual attention. She goes over to his desk and helps him create some simple circle graphs from simple bar graphs. She then has him practice a few more circle/bar graphs escalating the difficulty each time. She gives encouragement and approval when he is correct and guidance as needed. In a short time, Eric is on his own, confident that he can probably handle the more difficult work. Ms. Bledy moves on, but keeps a watchful eye out for Eric. By the end of class, Eric is successful in completing his graphs. Rewards: Ms. Bledy makes positive comments to her students regularly. She also gives students simple, but effective, rewards. One student, Melissa, not only was helpful to the teacher, but she went out of her way to help Antoine (a special education student) locate the Allied countries of WWI on a map. At the end of class, Ms. Bledy used her cell phone to call Melissa’s mother and told her what a wonderful person Melissa is. Multiple Intelligence: Like most classrooms Ms. Bledy’s class has a variety of intelligences. One of the techniques she uses to address this is by having students divide up work in cooperative learning groups according to their interests. In science class where the students were working on a project on acid rain, the students in each co-op group were required to provide research, complete an experiment, keep a daily journal of results and conclusions, make drawings and graphs of the results, and complete a cover page. Each group is permitted to divide the work according to their talents, although all group members must share in the experiment. Behavioral Learning Principles Ms. Bledy’s classroom atmosphere stresses learning, from the various information provided on classroom bulletin boards, posters, and at workstations to the organization and structure of daily activities she creates for her students. Here are some examples I observed: Fact Learning: Ms. Bledy begins each math class with a math warm-up. The students complete a few simple questions (no more than 5) in two or three minutes. These warm-ups are designed to practice various skills. Students practice basic multiplication, addition, subtraction, and division skills by playing the math game â€Å"24†. Students prepare study cards, usually for homework. They are similar to a flash card, where they put a definition on one side and the term on the other side. This is done on 35 index cards. In class, the students play a memory game either in pairs or small groups, using these cards. Reinforcement: Ms. Bledy uses positive reinforcement in her classroom. When she praises a student she uses concrete words that describe the achievement made. One student, Regina, who struggles with math but excels in social studies, was trying to figure out the average winter temperature in Celsius in the country of Germany. She knew the temperature in Fahrenheit. Regina recalled that during a math and science class, Ms. Bledy had shown them how to convert Fahrenheit into Celsius. During this social studies class, Regina applied those skills and was successful in finding the answer. When she told Ms. Bledy the answer, the teacher complimented her on her math skills. Regina beamed the rest of the afternoon and took pride in showing her classmates how to convert the temperatures. Punishment: I observed Ms. Bledy use both presentation and removal punishment techniques. She regularly removes items from the students that can cause them to be disruptive, such as when she removed Brandon’s spitball tube. But, I only saw her need to remove one student to a time-out area. Patrick refused to cooperate with his group and Ms. Bledy had him complete a writing activity (presentation punishment) on cooperation in a time-out area (removal punishment). When he completed this activity he was eager to get back to his group. Ms. Bledy allowed him to rejoin the group where he participated mannerly. Schedules of Reinforcement: Ms. Bledy uses a variable ratio as the schedule of reinforcement in her classroom. She calls on students randomly who offer answers. Although Ms. Bledy schedules particular educational trips with specific dates, she randomly assigns points that students need to earn toward that trip. At the beginning of an activity on statistics in math class, Ms. Bledy told the class that each student could earn 10 points toward Spirit Day, by completing the activity in a timely and thorough manner. One of the requirements she listed was that each group member helps each other complete the assignment. Behavior Modification: Ms. Bledy uses a daily report for students to help them improve behavior. On this report the students identify the behavior they are trying to improve, whether it is disciplinary or academic. The student presents the daily report to all teachers throughout the day. Each teacher writes whether or not the child improved that targeted behavior for that class and lists any suggestions the student can follow for further improvement. At the end of the day, the child takes the daily report home for a parental signature (This is not always a requirement. It is done on a case-by-case situation). Ms. Bledy and the student review the daily report each morning and discuss other ways the child can help him/herself. Modeling: Ms. Bledy uses modeling as part of her direct instruction at the beginning of most classes. In one instance, the students were to create a time line of their future. Ms. Bledy created a time line for herself and shared it with the class. She showed them how she started out by making a list of 10 goals for herself on paper. Then she explained how long she thought (realistically) it would take her to achieve each goal. Finally, she picked 2001 as a starting point and systematically set up her time line. The students grasped the idea and went quickly to work. Cognitive Learning Principles Ms. Bledy increases her students learning by using a number of cognitive learning principles. Concepts are learned through practice and examples, information is processed by using chunking, categorizing, etc. and her students regularly participate in meaningful activities linking new information to existing knowledge. Concept Learning: Ms. Bledy writes a list (or row) of terms that are related and adds one that is unrelated. In a science lesson on solutions she listed the terms â€Å"dissolving, hard water, soft water, bacteria, solute, solvent. † The students identified the term â€Å"bacteria† as the one that did not fit into this list. She continued by listing 3 or more groups. Information Processing: Ms. Bledy makes constant use of charts and graphs. The students created bar graphs for a math class I observed based on statistical information they collected. Students surveyed Ms. Bledy’s class as well as seven other classrooms on how they would like, or wish, to spend their summer vacations. They combined their information and converted it into percentages. Then they created bar graphs and later in the week made circle graphs. Constructivism: Ms. Bledy’s students went on to accumulate information on how they actually spent their summer vacations (meaningful activity) and created graphs using this information. As a conclusion to this assignment, Ms. Bledy had the students compare the way they actually spend vacation to how they wish their vacations would be like. Classroom Management Ms. Bledy’s classroom is well organized and well managed. She has three osters above the side blackboard that lists rules, penalties, and rewards (see attached copy of Ms. Bledy’s Discipline Plan).

The Argument About Scholarship Science Essay Samples

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A Research Topic That Can Be Applied To A Work At Home Business

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Band Essay Sample - How to Write Your Own Band Essay

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Examine Critically The Dramatic Structure And Relevance Of The Cassand

Examine Critically The Dramatic Structure And Relevance Of The Cassandra Scene In The Agamemnon Examine critically the dramatic structure and relevance of the Cassandra scene in the Agamemnon. BY SARAH SIKKES. Cassandra, was a daughter of Hecuba and King Priam, the rulers of Troy during the Trojan War according to Homer's Iliad. Cassandra was a beautiful young woman, blessed with the gift of prophecy by Apollo, who was infatuated with her. Unfortunately, she shunned Apollo at the last minute and he added a twist to her gift; Cassandra was doomed to tell the truth, but never to be believed. I promised consent to Apollo but broke my word... and ever since that fault I could persuade no one. [Aeschylus, Agamemnon 1208ff.] Have I missed the mark, or, like true archer, do I strike my quarry? Or am I prophet of lies, a babbler from door to door? [Cassandra. Aeschylus, Agamemnon 1194] For this reason Cassandra was not believed when, near the end of the Trojan War, she said that there was an armed force hidden in the wooden horse that the Achaeans had abandoned. King Priam did not know what to do with her, so he tried to keep Cassandra locked up and out of the way of the warriors of Troy. When Troy finally fell to the Greek invaders, Cassandra was attacked and supposedly raped by the Greek warrior Ajax of Locris, but eventually avenged by Athena. When Cassandra accompanied the Greek hero Agamemnon as his mistress to his homeland, she was killed by his vengeful wife, Clytaemnestra. Aeschylus's Agamemnon tells the story of the Greek hero Agamemnon's fateful return home to Myceneae, where his wife Clytaemnestra waits to kill him. Cassandra is a powerful figure in this play, foretelling the doom of the hero and herself through visions of a curse upon his household. On his arrival Agamemnon fell victim of a conspiracy conceived by his own wife Clytaemnestra and her lover Aegisthus, who murdered both Agamemnon and Cassandra. This too Cassandra predicted: ... for me waits destruction by the two-edged sword. [Cassandra. Aeschylus, Agamemnon 1149] The tragedy begins with Clytaemnestra awaiting Agamemnon's return from Troy, her secret lover and accomplice Aegisthus waiting for her instructions in the palace. Clytaemnestra has perfectly legitimate reasons for despising Agamemnon; he killed her former husband, Tantalus, and her baby, he married her by force, he ordered the sacrifice of their daughter Iphigeneia in order to calm the winds when the Greeks prepared to set sail for Troy, and he left her alone, sailing away to a war which lasted ten years. (Euripides Iphigeneia in Aulis 1148, Sophocles Electra 531) Plus, Clytaemnestra hears that Agamemnon is bringing back with him a concubine who was said to be a prophetess. Agamemnon and Cassandra enter the stage in a great parade. The parade is important to visualise the transformation in Agamemnon's fortune. Three visual images represent three stages in his downfall: the parade, the purple cloths, and the tableau exhibiting the dead bodies. The intensity of these images is built up progressively. The more impressive the procession and the treading upon the purple cloths, the steeper the fall. The procession leads both characters and audience into the web, impelling Agamemnon towards his death and the city into chaos. The procession is a starting point as well as an end: Agamemnon's and Cassandra's entrance from Troy in the beginning finds its closure in the tableau of the exposure of the bodies. A movement that started with a victorious parade ends in death and defeat. The reversal of man's destiny is clearly manifested on the stage: the victorious procession becomes a slaughterhouse. When Agamemnon and Cassandra arrive, Clytaemnestra greets them warmly and tries to comfort her in her misery of slavery. But Cassandra ignores Clytaemnestra, ready to face her fate. During the dialogue between Agamemnon and Clytemnestra, Cassandra is present and silent. Her silence reinforces the power of her role as witness to the double meanings and irony in the encounter. Her presence augments the already heightened tension on stage and moves the meeting between the two into a multiplicity of triangles: the royal king, queen, and war prisoner; the husband, wife, lover; the religious king, queen, and the virgin priestess. Cassandra's silent presence throughout the arrival scene of Agamemnon fills the scenic

Free Essays on Examining Gender Gaps in Heterosexuals Opions

EXAMINING GENDER GAPS IN HETEROSEXUAL’S OPINIONS ABOUT LESBIANS AND GAY MEN Abstract This study uses a focus group technique to examine gender differences in heterosexual attitudes towards homosexuality. The interactions and content of two focus groups, one all male and one all female, are compared. The female group is found to be supportive and in favour of adoption rights for same-sex couples, whereas the all male group express their distaste of homosexuality and agree no such rights should be afforded same-sex couples. Introduction Despite heterosexual society’s apparent acceptance of homosexuality, there is still widespread prejudice, misconceptions and stereotypical beliefs about gay people and same sex couples. Gregory M Herek (2002) found that heterosexual women were more supportive than men of adoption rights for gay people and less likely to hold stereotypical beliefs about gay people. Heterosexual men were generally found to have very negative attitudes towards gay men and were least supportive of adoption rights for gay men. This report looks at distinguishing attitudes towards lesbians and those focused on gay men, and also examines the differences in opinions between male and female heterosexuals. The qualitative method of collecting data was chosen because it was felt that the focus group would bring more honest views to the surface. The alternatives such as questionnaires or one-to-one interviews tend to produce answers that participants feel the interviewer wants to hear and also that give a favourable impression of themselves. Focus groups also allow the researcher to collect a greater amount of information in a very short time. Method Two focus groups were conducted, each with five participants, one of which consisted of all females and the second one all males. Participants were university students aged from 18 to 4* and were an opportunity sample. The participants were seated around a ... Free Essays on Examining Gender Gaps in Heterosexual's Opions Free Essays on Examining Gender Gaps in Heterosexual's Opions EXAMINING GENDER GAPS IN HETEROSEXUAL’S OPINIONS ABOUT LESBIANS AND GAY MEN Abstract This study uses a focus group technique to examine gender differences in heterosexual attitudes towards homosexuality. The interactions and content of two focus groups, one all male and one all female, are compared. The female group is found to be supportive and in favour of adoption rights for same-sex couples, whereas the all male group express their distaste of homosexuality and agree no such rights should be afforded same-sex couples. Introduction Despite heterosexual society’s apparent acceptance of homosexuality, there is still widespread prejudice, misconceptions and stereotypical beliefs about gay people and same sex couples. Gregory M Herek (2002) found that heterosexual women were more supportive than men of adoption rights for gay people and less likely to hold stereotypical beliefs about gay people. Heterosexual men were generally found to have very negative attitudes towards gay men and were least supportive of adoption rights for gay men. This report looks at distinguishing attitudes towards lesbians and those focused on gay men, and also examines the differences in opinions between male and female heterosexuals. The qualitative method of collecting data was chosen because it was felt that the focus group would bring more honest views to the surface. The alternatives such as questionnaires or one-to-one interviews tend to produce answers that participants feel the interviewer wants to hear and also that give a favourable impression of themselves. Focus groups also allow the researcher to collect a greater amount of information in a very short time. Method Two focus groups were conducted, each with five participants, one of which consisted of all females and the second one all males. Participants were university students aged from 18 to 4* and were an opportunity sample. The participants were seated around a ...