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Kathleen Zambito EDF2085 Section 001

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Kathleen Zambito. EDF2085 Section 001. Hillel Academy Dates of Observation. Day 1: February 6, 2014 (8 :10 A.M.- 3:10 P.M.) (7 hours) Day 2: February 7, 2014 (8:40 A.M.- 9:10 A.M.) (30 minutes). Class Information: Morning Services and Administration People Present. - PowerPoint PPT Presentation

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Kathleen Zambito

Kathleen ZambitoEDF2085 Section 001

Hillel AcademyDates of Observation

Day 1: February 6, 2014 (8:10 A.M.- 3:10 P.M.)(7 hours)

Day 2: February 7, 2014 (8:40 A.M.- 9:10 A.M.)(30 minutes)

Class Information: Morning Services and Administration People PresentMorning Service: (02/06/14)- One instructor (white, female, early forties, middle class, speaks English and Hebrew.- Students from 1st-5th grade. - Majority Caucasian, middle class, speaking English and beginning levels of Hebrew. Administration(02/06/14 and 02/07/14) - White, female, mostly bilingual (English and Hebrew), late thirties to early forties, middle class, Jewish religion.

Service Room Map and Instructor Walking Path

Day 1: February 6, 2014**All students appear to be middle class individuals

SERVICES ROOM AND OFFICE PICTURES

Class Information: Classroom3rd Grade Classroom: Social studies (02/06/14)People Present

Teachers inside classroomWhite, female, early twenties, English speaker, Jewish religion, upper middle class.White, female, mid-thirties, English speaker, Jewish religion, upper middle class. Students in classroom (ages 7-8) - Speak English and beginning levels of Hebrew, middle class, 12 Caucasian males & 9 Caucasian females - 1 male in wheelchair

Classroom Map and Teacher Walking Paths

**All students appear to be middle class individualsDay 1: February 6, 2014

3rd Grade Classroom

Class Information: Reading Group and People PresentClass splits (Shiloh reading group):(02/06/14)

- Teacher: White, female, mid-thirties, English speaker, Jewish religion, upper middle class.

- Students: 3rd grade (ages 7-8), 7 Caucasian males & 5 Caucasian females, middle class, English speakers with beginning levels of Hebrew.

Reading Room

Reading Room Map and Teacher Path

**All students appear to be middle class individualsDay 1: February 6, 2014

Class Information: Library/Cultural Music Class and People PresentLibrary group:(02/06/14)Students: The entire 3rd grade classroom attends the Cultural Music presentation in the library.

Instructors: African American (2 females and 1 male). All instructors only speak English, are of the middle class and in their late twenties.

3rd grade teachers watch in the back of the library.

Library Map and Instructors Paths

**All students appear to be middle class individualsDay 1: February 6, 2014

Class Information: Spelling Bee People Present Spelling Bee:(02/06/14) Parents: Mostly white, middle class, bilingual (English and Hebrew), late thirties to early forties. Students in Spelling Bee: 1 African American male, 1 African American female, 6 Caucasian females, 7 Caucasian males and 1 Asian American male. Students range from 1st-8th grade.Teachers/Administration: All teachers from 1st-8th grade. All Caucasian, middle class females. Most teachers and administration are bilingual.

Spelling Bee Map and Instructor Pathway

**All students appear to be middle class individualsDay 1: February 6, 2014

1. General Observation and NarrativeDescribe the school and classroom as you found them when you arrived.

Decorated with student artwork and project posters Students keep personal supplies inside their desks Whiteboard has date and daily agenda written for every subject All seats are pushed into the desks and cubbies are filled with student lunch boxes and other personal bags

b. Briefly describe the setting- the neighborhood and context of the school.

Located off of a busy road (Fletcher Ave.) Police car remains at entrance of the school throughout the school day Driveway to school is long, placing the school farther away from the road Surrounding area seems to consist of lower middle to middle class family homes and apartment complexes. The school appears to be nicely kept and updated regularly (updated furniture, fresh paint, landscape well conditioned)

School Entrance and Surrounding Area

c. Give details of a specific incident that makes your point or answers your question.Teachers in hallway are updating their bulletin boards No students walk to school; due to its location No bus was seen dropping students off at school (middle class area; private school)d. Focus on teacher and student behaviors indicate who the people are by descriptions, quotes, the names you give them. Teacher 1 (Mrs. Down to Earth) is calm and organized. She gets the class to quiet down by saying, 54...3good.Teacher 2 (Ms. Bubbly) is very talkative and walks around a lot. She is young and has a very upbeat personality. Although she is very strict on the students. Majority of students are well behaved. However, one student (Mr. Outspoken) is constantly being reminded to use his inside voice. When teachers single him out he responds with, you always try to make everyone happy except you try to make me miserable.

e. State any important quotes during your observation.- All you do is make every one else happy and make me miserable. (Student)Im not making you miserable, Im making it fair. (Ms. Bubbly) This doesnt require any talking, it is an individual assignment. (Ms. Bubbly) You cant do this assignment because you are too far behind with your other work (Ms. Bubbly) This is going to be easy, okay?. (Mrs. Down to Earth) Wow, great job! Im so proud of you. (Ms. Bubbly) Great question! Did everyone hear his question? (Mrs. Down to Earth) I want to know how you talk to your parents. Do you let them know about school assignment first or do they have to ask you about them? (Mrs. Down to Earth) Fractions are going to be very fun, but very challenging. (Mrs. Down to Earth)

2. Analysis and Conclusiona. Connect your critical thinking and conclusions to your narrative specifically; make the connection clear to the view-explain the how and why.b. Identify and critically elaborate on 3 concepts, terms and/or themes from the text and how they applied to you observations. Provide (an) example(s).

-The ABILITY of students was recognized when the classroom was divided into 2 smaller sections to focus on different subject material to meet the needs of each individual. Both 3rd grade teachers used NON-VERBAL COMMUNIATION with their students to show positive reinforcement such as; nodding their heads and smiling when students answered correctly.

- A variation of LANGUAGE was seen throughout the morning services. Some students and parents were able to easily follow along with the services due to the variation in language while others had to follow along in their books to understand the concepts that were talked about.

c. Use what you actually observed, school documents you collected or the school website, not what a teacher told you about the class, the students or the school.(Collected from school documents and website)Technology based learning in all grade levels Creative teaching techniques: collaboration, independent learning, small group discussions, impactful teaching, art, music, research skills, physical education and performance Students regularly earn top honors at regional science fair and often compete at the state level Students are recognized annually as qualifiers in the Duke Talent Search

3a. Conclusion and reflection #A. The Context of Schools (choose two from here to answer for every set) What are the goals of the school? How do you know? - To provide a superior education that encourages a love of learning and a strong Jewish identity. This is the mission statement of the school that is located in the main office, classrooms, on the school website and in school documents.

2. What expectations are teachers holding for student achievement and/or behavior? Why? How? - Teachers have high expectations for student achievement and behaviors. The 3rd grade class had posters for classroom rules, levels of talking , weekly achievement agenda and incentives for student achievement (teachers chair for the day, free homework pass).

#B. Understanding School Achievement 3a. Conclusion and reflectionDefine what is meant by school achievement. School achievement is the level that a student, teacher or school has achieved their educational goals. This can be measured by testing scores or level of success from an individual or group.

2. Describe the learning environment of this school as you observed it.- The learning environment was relaxed and constantly changing. Students had assigned seating inside the classroom, but they were allowed to choose their own seat when changing locations. Students are allowed to call out, raise their hand or walk around the class. Students are allowed to sit on the floor, in a chair, at their desk or on the benches throughout the classes and hallways. The environment allows students to be comfortable while learning by encouraging multiple, creative learning and teaching styles.

3a. Conclusion and reflection #C. Multicultural Education Define multicultural education (see your text).- An instructive concept that relates to the cultural diversity and equity in schools. It involves groups from different cultures that individuals belong to. Multicultural education puts emphasis on the interaction of race, ethnicity, class, and gender in students lives. 5. Are students taught to respect one anothers contributions? How?Yes, students know levels of respect and show that respect to their classmates, teachers and faculty members. Students are respectful and quiet while other students or teachers are speaking. Students are polite to one another and know what is expected from their peers. While students present social studies projects, all other students remain quiet and pay attention to the presentation.

3b. Conclusion and Reflectionb. Was this what you expected? Was it what the book or your other readings or experiences also supported? Explain.

I expected the number of students attending the school to be as small as they were. The school only had one class per grade level, with the exception of 2nd grade that had an increase in enrollment this year.

The school was not diverse, as expected. However, the book explains how schools should be inclusive of all ethnicities, abilities and socio-economic statues. However, in a private Jewish school, this may not always be the case in a classroom.

The book explains controversial opinions that people, counties and states have about teaching religion in school. At Hillel Academy, not only does every student in every grade level attend a morning religion services, they all also attend Hebrew and Judiacs classes.

3c. Conclusion and Reflectionc. What were the surprises? What further questions did this experience raise?

I was surprised at the level of respect the students give to their classmates, teachers and administration

The teaching methods being relaxed and effective (student-centered teaching). Students allowed to leave class without passes, sit anywhere they want and carry tasks without having to be asked.

I was surprised the there are 2 teachers for every grade level in the school, even with small class sizes

This experience raised the question of teaching styles in schools and how these students will react when they enter high levels of schooling with less relaxed styles of learning.

3d. Conclusion and Reflectiond. What did you learn about teaching a diverse group or what previous ideas of yours were reinforced? How?

The group that I observed was not diverse which reinforced the importance to recognize other factors within students other than ethnicity. Teachers must also recognize the ability, gender and socioeconomic status of each child in order to have a learning community to benefit all students.

I previously had the idea that all schools had some sort of diversity among student race, ethnicity, religion and language. I learned that there may be less diversity within a private school because of the courses and basics that the school offers.

OBSERVATION HOURS CARD SCANNED PICTURE

Photos taken by: Kathleen Zambito

Thank you for watching!