Tps/Eugene Elementary Classroom Evaluation

Quoting the Upper Arlington Student Handbook “It is the policy of the Upper Arlington School District not to discriminate, in violation of federal or state law, on the basis of race, color, national origin, ancestry, religion, age, sex or disability in admission to, access to, treatment in or employment in, any service, program, or activity sponsored by the Upper Arlington City Schools” (Upper Arlington Schools Students’ Handbook 4). The District itself went against its own rules that they have created. It is clearly stated above in the handbook that the school district does not discriminate on the basis of

In the second chapter of the book, Whistling Vivaldi, the author, Claude M. Steele, makes a number of fair assessments on how people’s prejudices and preconceived notions can interfere with someone’s ability to live up to their full potential. Even those who don’t notices these preconceptions can be unintentionally placing them on others, unwittingly experiencing them, or both. There are several key points that Steele raises in his writings which reinforce the aforementioned thoughts, one being that the students are unconsciously aware of the biases they place on themselves, another element is that when students feel bigotry being placed upon them, they oftentimes underperform, and lastly the lack of balance which can be found in experiments.

The students come first, and if they have a teacher that does not value the importance of attendance and the effect it has on student’s long-term progression, then next steps should be considered by the principal. The School Culture and climate is based on a shared commitment to the students that should be abided by at all times. For instance, there are policies based around student progression, success, and classroom structure, scheduling, and curriculum. Putting students first requires preparation on the part of the teacher in order to produce a critical foundation that arranges opportunities for students to be observed, evaluated and in a balanced classroom environment.

ICC9K1  Personal cultural biases and differences that affect one’s teaching. - Competency 4   I am very careful to be respectful of the various cultures and differences among the students at my school, so this does not impact my teaching. I differentiate my instruction in order to accommodate the needs. I am in a school with students from a wide range of countries.

The Lebenon School District will form a committee to visit colleges and universities that include minority staff. The Lebenon School District will provide an orientation program for new hires on the payroll process, budget process and the culture of the school system. The Lebenon School District will identify and recruit paraprofessionals to consider teaching as a career. The Lebenon School District will develop community contacts with civic, fraternal, and other organizations to help with networking opportunities. The Lebenon School District will provide in-service training in regard to cultural differences for committee interviewers and hiring

The Coddling of the American Mind, by Greg Lukianoff and Jonathan Haidt, is an article published by the Atlantic Journal about the negative effects trigger warnings and microaggressions have on students in college. Trigger warnings are disclaimers about any potential emotional response from a class or its material. Microaggressions are words or actions that have no sinister intentions, but are taken as such. Greg Lukianoff is the president and CEO of the Foundation for Individual Rights in Education. (47)

Issues such as racism and xenophobia consistently surface and there is a mutual distrust and resentment of other races amongst the pupils. This results in the teachers struggling to do their jobs in a tense environment and having to tackle complex issues such as discrimination. They are forced to attempt to unite students of differing ethnicities who are completely unaccustomed to co-existing with each

This hostile relationship has allowed teachers to hinder the success of their student’s growth and development. Ultimately, these students are the victims of an oppressive institution that has not been able to address these types of relationships within

Methods: Micro-Aggressions Introduce o “What are micro-aggressions? Please watch the video.” (After students watch the video) Write down as many quotes as you can remember (Allow time for students to write). Now that you have watched the video, what are micro-aggressions, and are they micro? o

1. Which lesson or lessons are shown in the clips? Identify the lesson(s) by lesson plan number. Describe any changes in the lesson plans for the lessons shown in the clips and the reasons for those changes.

They agreed to fight on a field outside of town. Everyone from the town came out to see the fight. People crowded around everywhere to see what was happening. They started fighting.

When reflecting on each classroom set up, I believe each classroom is set up pretty well for the students in the classroom, and the subject of the classroom. Therefore, when comparing Mrs. Bicknell’s classroom to Ms. Pachell’s classroom, one can see that there are several differences. For one Mrs. Bicknell has more seats in her classroom than Ms. Pachell; therefore, her students would not fit in Ms. Pachell’s class. Next, Mrs. Bicknell teaches math and science, while, Ms. Pachell only teaches English. Therefore, Mrs. Bicknell need to have a separate student-teacher table so they can review test or have more help on lessons.

In the classroom there’s a list of words the students will learn throughout the year, every night they would get new words and at the end of the week, they would get quizzed on a set of words. The teacher has an annotation chart that has different things that students can do. For example, if the students have a question about their reading they can put question marks next to it and more. This helps the students understand the reading much better and this also helps the teacher know the students need help with. There were many students who wouldn’t listen and would just be laughing, getting up without asking and disrupted the class during the lesson they would lose their recess,

To get a better understanding on what to do, I spoke to my supervisor who stated that I should talk to John and ask how his home was. I was told that different cultures may have different ways of disciplining children. I however was not satisfied with that answer, so I spoke to John personally. I was very gentle with him and asked if his father ever gets mad or mean. He was reluctant to speak at first, but he then opened up to me and stated that it was not the first time an incident like this happened.

Conflict theory states that tensions and conflicts arise when resources, status, and power are unevenly distributed between groups in society and that these conflicts become the engine for social change. In this context, Marx’s conflict approach was developed in 19th century by Karl Marx (1818-83) .Marx argued wealth and power were unequally distributed in society and sought to explain how one minority group (1% ruling-class) in society maintained its dominance over the majority (working-class). Weber formulated a response to Marx’s theory. Weber saw that conflict didn’t overwhelmingly involve the economy, but that the state and economy together set up conditions for conflict. In this essay I will discuss the views of Conflict Theorists on