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9/29/23 12:09pm-1:09pm Assess What Students Learned 

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9/29/23 12:09pm-1:09pm Assess What Students Learned 

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3.4 Collect work samples from three students. Collaboratively assess the students’ work with another educator.

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The students in the biology class took a unit assessment. The teacher adds a variety of assessment tools to encourage his students to show how deep they know about the unit. There are multiple choices, open-ended questions, matching questions with images, and True/False statements.

There are a few versions of the test such as a random ordered test with the same test and a modified test material for his students with an IEP.
Most students complete the test within 30 minutes, and the students with IEPs are given 50% extended time to complete their test.

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9/11/2023 7:00-8:30pm Community-based Resources at the board meeting

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9/11/2023 7:00-8:30pm Community-based Resources at the board meeting

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5.3 Identify neighborhood or community-based resources that might enrich your curriculum planning and teaching.

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At 7:00 pm on September 11th, 2023, there were 9 board members and 4 administrators at the meeting: 2 African Americans and 11 Whites. In addition, there were about 7 teachers, a group of 5 students, and approximately 50 parents in the building with small children, and 8 virtual attendees identified as parents and teachers via Zoom. Besides the teachers, about two thirds of the adults were Whites, there were about 10 Asians, and a few African Americans. To kick off the 2023-24 school year, many people were attentive to the first board meeting. Every attendee arrived in time, and the atmosphere was very heavy and quiet during the meeting. Both the board of directors and the administrators went over every item on the agenda. During the public comment period, a board member read written comments on raising an awareness on cleaning the stream near middle school, and a virtual attendee shared her comment on having more paraprofessionals in the district. Then a group of students and parents gave their name and address when they were to speak at the podium. One board member reminded us that every speaker was given 3 minutes and a total of 30 minutes for all communication was allowed.

First, a group of 5 students shared their negative comments regarding the recent protocols which students regarded as harsh punishment that would ruin their culture interwoven to their high school spirit. An Asian student who identified herself as a junior in high school was at the podium with two comments: a strict ID policy and a phone protocol. To begin with, she gave a brief explanation about the new ID policy that a student without an ID results in a detention without any warning. She added another comment on a phone policy that every student is required to leave their phones in the phone caddy upon arriving at their classroom. Lastly, she asserted that educators should encourage students to help develop accountability. Their message was to let them proudly lead their own culture. It was impressive to see the young adults who disagreed on the strict measures in a polite and respectful manner.

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9/16/2023 10:00am-11:00am Episode 2: Light Bulb-Poor Maintenance

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9/16/2023 10:00am-11:00am Episode 2: Light Bulb-Poor Maintenance

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1.1 Explore and describe the range of materials and other resources utilized in the learning environment. Analyze how, why, when and where they are utilized.

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Reflection-Make a more reputable school.

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Reflection-Make a more reputable school.

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Gandara "Similarly, whereas almost 4 in 10 White students can count on the experience of their parents to help guide them through college, this is true for only about 1 in 10 Latinos. Moreover, education is closely linked with income" (p. 760).

I had a question: “What makes these students confident and valiant to share their comments with adults in a public meeting?”

In fact, there are over 80% of well-educated adults in the town who motivate their child to have academic excellence. Without a doubt, these parents seemed to view school not only as a place to get quality education but also a place to hold an honorable reputation. Everyone at the meeting looked serious and determined.

All in all, both parental and student involvement in school and at a board meeting give pressure on the educators and play a significant role in creating unique culture in the town. High school students daringly let their voices be heard so that everyone values their culture, and most parents with a high level of education take part in creating the culture in town where rigorous and reputable education is demonstrated with high Ivy acceptance rates.

Nieto (2018) states, "How do students feel about the curriculum they must learn? What do they think about the pedagogical strategies their teachers use? Is student involvement a meaningful issue for them? Are their own identities important considerations in how they view school?" (p 99).

Nieto, Sonia. Language, Culture, and Teaching : Critical Perspectives, Taylor & Francis Group, 2017. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/teacherscollege-ebooks/detail.action?docID=5015631.

Created from teacherscollege-ebooks on 2023-10-03 21:34:39.

"Just as there is no such thing as a “ pure race, ” there is likewise no “ pure culture. ” That is, cultures inﬂuence one another , and even minority cultures and those with less status have an impact on majority cultures, sometimes in dramatic ways" (p. 68).

Nieto, Sonia. Language, Culture, and Teaching : Critical Perspectives, Taylor & Francis Group, 2017. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/teacherscollege-ebooks/detail.action?docID=5015631.

Created from teacherscollege-ebooks on 2023-10-08 17:34:12.

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2.3 Create a series of engaging activities in a content area that offer varied opportunities for all to learn the essentials you have outlined.

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Luxury cars in the high school parking lot!

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1.4 Describe the characteristics of learners in the learning community, noting diverse cultures and individual differences. Describe ways in which the contributions of diverse cultures are integrated into learning opportunities.

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Standard 2.1 Specify a content area or discipline related to the learning space or text you have identified. Outline the central concepts of the content area or discipline by creating specific lists of what learners are expected to know (facts), understand (concepts and principles), and be able to do (skills) as a result of teaching and learning goals that are explicit or implied.

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This is a sophomore biology class where there are posters of living organisms, DNA replicas, and ongoing experiments.
The lights are very bright, and the room is spacious enough for students to move to the lab tables in a very safe way. In addition, there are sufficient amounts of lab tools and equipment for every learner in the classroom.

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1.3 Describe the characteristics of learners in the learning community, noting diverse cultures and individual differences. Describe ways in which the contributions of diverse cultures are integrated into learning opportunities.

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9/15/23 12:09-1:09pm Engaging Activity with Helpful Technology

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9/15/23 12:09-1:09pm Engaging Activity with Helpful Technology

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2.3 Create a series of engaging activities in a content area that offer varied opportunities for all to learn the essentials you have outlined.
4.2 Describe how technology is/is not applied in the learning context. What might be the consequences?

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9/18/23 12:09pm-1:09pm New Ways to Utilize Learning to Connect Content Learning and Critical Thinking Strategies

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9/18/23 12:09pm-1:09pm New Ways to Utilize Learning to Connect Content Learning and Critical Thinking Strategies

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1.1 Explore and describe the range of materials and other resources utilized in the learning environment. Analyze how, why, when and where they are utilized.

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9/20/13 2:13pm-3:13pm Informal and Engaging Assessment Strategies

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9/20/13 2:13pm-3:13pm Informal and Engaging Assessment Strategies

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3.1 Identify, observe and document the formal and informal assessment strategies used before, during, and after instruction.
3.2 Evaluate a lesson plan that demonstrates how assessment data is or can be used to plan for the intellectual, social and/or physical development of the learner.

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9/22/23 12:09pm-1:09pm Learning Experience and Success

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9/22/23 12:09pm-1:09pm Learning Experience and Success

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3.3 Observe a learning experience and evaluate the success of the lesson for all learners.

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9/27/23 2:13pm-3:13pm Every Learner is Valuable

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9/27/23 2:13pm-3:13pm Every Learner is Valuable

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9/12/23 1:11-2:11pm Lab Safety is Real World Learning

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9/12/23 1:11-2:11pm Lab Safety is Real World Learning

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2.2 Describe how authentic, real world learning is/can be represented as part of content knowledge.

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Observation-The Student Roster with Diversity

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Observation-The Student Roster with Diversity

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In the classroom, there is a diverse race group of 14 sophomores: 2 African Americans, 1 Hispanic, 3 Asians, and 8 Whites. In addition, there are 4 student athletes: 3 male football players and 1 female basketball player.

Moreover, there are 4 students with Individualized Education Plans (IEP) and 1 student in progress of classification in special education. When students report to class, they sit at their assigned seat which changes every month, and the 4 students with IEPs pick their preferred sitting as a seating preference is on their IEP specifications.

During my observations, I often hear from students saying, “We were in the same physical science CPB last year, and we all know each other.” This discourse is connected to Oakes, et al.’s argument that this type of ability grouping can lead to different opportunities and future from students in more rigorous science classes.

The biology teacher who introduced himself as Chinese-American is very passionate in biology, and everyone in the classroom is very happy to work with him.

FYI, this biology teacher is loved by every student in the building due to his passionate teaching and caring heart for students.

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4.1 Define an equity issue in the learning context. Observe or suggest 3-5 activities that resolve or respond to the issue.
4.3 Describe a range of classroom management strategies and/or instructional approaches that support respect for all learners, conflict resolution, timely transitions, maintenance of learners’ attention during instruction, active student engagement, and social justice.

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There are four students who have IEP (individual educational plans) in the biology class, and the teacher continues to learn about them by speaking with each student's guidance counselor.
When he first planned for his instruction, each student's IEP folder was a guideline. The more he knows his students, the more specific he plans for his instruction. For example, there is a student who doesn't speak but write. In that case, he doesn't give the student any pressure to turn and talk; instead, he asks the student if the student has anyone who would work well together. Thankfully, there is one student who has known the student since middle school, and the student feel comfortable to speak to the student.  Anyway, the student is given options to engage in learning activities.
All in all, it is essential to compile more knowledge of each learner in order to plan and provide a more equitable meaning.

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Observation: Finding living things in the school courtyard.

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Observation: Finding living things in the school courtyard.

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After a mini lesson to learn about characteristics of living things, the teacher introduced an app "SEEK by naturalist" to students and asks them to download the app.
He gives about 5 minutes to the students and makes sure they take their phone and worksheets with them to the courtyard.
He tells students there are 20 minutes for them to complete the assignment and leads them to the courtyard to find both 10 living things and nonliving things.
Everyone seems excited to use the app for the first time, and they ask the teacher how to pronounce scientific names of plants.
Some students open the app "SEEK" and start taking pictures of living things in the courtyard.
Student A: "I thought this is just a bug, but it has a very weird nerd sound name."
Student B: "Stupid! You are so dumb. Everything has a name."
Student A: "Mr. how do you read this scientific name of a bug, I mean an insect?"
Also some students were amazed that just about every living things have a name.
Some students complete their work in a short amount of time and use their phone to check their messages or play a game with their friends. On the other hands, other students think this app is so cool to introduce this app to their younger siblings.

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These lab safety classwork leads students to know the importance of the real time situations in the biology class. Some female students ask their teacher while they are not allowed to wear shorts on a lab day.
According to the students, some of the pictures are very funny and even mysterious. Yet, they are very engaged to have serious discussions about safety rules in the science lab.
It was very nice to witness a classroom where students take safety very seriously.

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When students ask their biology teacher why it is important to learn about independent and dependent variables, he says that the most important parts of scientific research are determining cause and effect. He then asks the students which is the cause —the independent variable—and which is the effect—the dependent variable.
Again, the students review how, why, when, and where they utilize their learning about different variables. Then they work on a different scenario with peers to work on the Simpson's Family worksheet.
The teacher works with students to complete the first prompt, and he invites two volunteers to come to the smart board to work on the second prompt. Then he lets the students complete the other four passages independently.

Some students ask the teacher if it is ok to work with a peer, and the teacher negotiates with the students and says that the last two passages must be done 'independently.'

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Most of the students seem very engaging to search 10 living things and nonliving things for 20 minutes.

This is a student-centered activity that they interact with a technology and nature to complete their in-class work. Thankfully, the weather is very nice for everyone to be out. These students seem to learn to find a charm in the content.

What makes learning meaningful and engaging?

Some of the students are excited to share this application with their family members, and others say they feel smart as they can learn new living things no matter where they go.

I believe there has to be a connection between the students and a content they learn as some students say they will never use this knowledge in life.

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With the prior knowledge in different types of variables, the students do a termites lab to determine which cause will lead to which effect. Everyone in class work in pairs make their own hypothesis and start a lab. Some groups say that termites prefer Bic pens to Paper Mate pens, while other groups say that termites prefer blue ink to red or black ink.
They seem to highly engage with their lab parter to prove their hypothesis.
The biology teacher says that the lab experiment is to test the hypothesis. He also emphasizes that as the hypothesis doesn't always have to support the lab result, there is no such a thing as a wrong or a bad lab report. He reassures his students who are worrisome about their hypothesis and results.
Finally, everyone uses their prior knowledge and lab instructions to complete their experiment and lab report.
Kudos to all of them.

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The biology teacher always walks around the classroom and asks students whether they need any help. He is approachable to his students and tells them he is always available to help them enjoy learning biology. His lessons are well-timed, and he always informs students of any possible transition before a lesson. For example, he says, "This mini-lesson will take about # minutes, and then we will do our next activity which will take # minutes. His scaffolding strategies definitely motivate all of his students. There are a few students with individualized educational plans in his class, and he values their endeavors and participation. He continues to modify lessons to welcome those learners in biology.

Today is a review day, and the teacher gives his students to study independently or collaboratively. In the meantime, he provides extra help for the students who request.

Eisner (2003) state, "The curriculum that is provided in schools is essentially a mind altering device, and our choices about what students wi ll at tend to and the forms in which that material is presented and responded to are of critical importance" (p. 654).

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Classwize- Students Constantly Make Either Wise or Wrong Decisions.

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Classwize- Students Constantly Make Either Wise or Wrong Decisions.

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4.4 Listen for 5-7 statements that colleagues (cooperating teachers, program administrators, etc.) utilize consistently with learners to enable participation in decision making, to work collaboratively and independently, and to engage in purposeful learning activities.

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There are a number of formal and informal assessments in the biology class. The teacher says to me that he doesn't want to overwhelm his students with complex vocabulary words and scientific terms. Therefore, he carefully creates a "Do Now" activity with matching words and meanings for about 3 minutes. During class, he invites one or two students to explain part of classwork to check student understanding. Finally, he invites students to join a "Time to Climb" activity.

Students choose their character and outfit before the activity starts. Then some students are so excited that they scream at each other. "I got you. Ha ha."
They seem engaged and competitive to win the game.
The teacher reviews each question to check for understanding.

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In the biology class, the teacher assigns a in-class assignment to his students which requires a Chromebook. He then shows "Classwize" to students and explains to them all the functions which can affect the learners who misuse their technology. Later, he tells them, "Hey folks! Let's use our technology to engage more in learning."

Finally, he posts a study guide in the Google Classroom and gives students 30 minutes to work independently to check for understanding. Then he tells them to work in pair or groups for 20 minutes to work collaboratively to work on the study guide.

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5.1 Observe a professional meeting or faculty meeting in a learning space. Describe and critique issues discussed in this meeting.

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What are the most effective professional development activities for teachers and school leaders?

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5.4 Describe formal and informal professional development opportunities available to educators that support new levels of educational performance, personal growth and social insight.

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2.4 Observe two learners engaging with content in both formal and informal instructional time. Formal instructional time may include structured lessons, events, and other educator-led activities related to the goals of the curriculum. Informal instructional time may include lunchtime, breaks, or recreational time in or outside of the learning environment. Compare and contrast how the learners apply the knowledge, skills, and ideas learned as a result of both formal and informal programming?

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Observation

Mr. Marley: We want to welcome Mr. Clark to Eastside -- we've heard so much about you -- and tell you what we've done in anticipation of your arrival. Miss Levias, your other Vice Principal, and I have appointed an executive committee to oversee certain areas where we have noted a need for improvement. Mr. Zorella, for example --

Mr. Clark disrupts Mr. Marley and has his speaking opportunity. This already creates an intimidating atmosphere.

Principal Clark: You may sit down, Mr. O'Malley. You think you can run this school? If you could, then I wouldn't be here, would I. No one talks in my meetings. No one! You take out your pencils and write. I want the names of every hoodlum, drug dealer, and miscreant who's done nothin' but take this place apart on my desk by noon today. Reverend Slappy?

Principal Clark is very dogmatic and uses less respectful words to dominate his leadership.

Reverend Slappy: Yes, sir?

Principal Clark: You are now the Chief Custodian, Reverend Slappy. You will scour this building clean. Graffiti goes up, it's off the next day. Is that clear?

Principal Clark already knows that the rest of the staff is not willing to join his team to make a change.

Reverend Slappy: Yes, sir, the very next day.

Principal Clark: Detention students can help you. Let them scrub this place for awhile. And tear down those cages in the cafeteria. You treat them like animals, that's exactly how they'll behave. This is my new Dean of Security, Mr. William Wright. He will be my Avenging Angel, as you teachers reclaim the halls. This is an institution of learning ladies and gentlemen. If you can't control it, how can you teach?! Discipline is not the enemy of enthusiasm! Mr. Zorella --

Mr. Zorella: Yes, sir.

Principal Clark doesn't communicate with teachers but commands them to do things.

Principal Clark: Mr. Zorella, you are now my new Head Football Coach. Mr. Darnell. Stand up, Mr. Darnell. Mr. Darnell will be your assistant. You know why you're being demoted, Mr. Darnell? Because I'm sick and tired of our football team getting pushed all over the field. Thank you. Sit down. I want precision. I want a weight program. And if you don't like it Mr. Darnell, you can quit. Same goes for the rest of you. You tried it your way for years. And your students can't even get past the Minimum Basic Skills Test. That means they can hardly read!! They've given me less than one year, one school year to turn this place around, to get those test scores up, so the State will not take us over to perform the tasks which you have failed to do! To educate our children!! Forget about the way it used to be. This is not a damn democracy. We are in a state of emergency and my word is law. There's only one boss in this place, and that's me -- the "HNIC". Are there any questions?...

The leadership of the principal is legitimate power which carries changes in the future.

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Lean On Me - First Staff Meeting Scene - Morgan Freeman

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There are countless booths filled with club brochures and tri-folders which explain purposes and missions of the clubs.

Club organizers are busy recruiting members, and participants are also busy looking around to find their interests.

I ran into two sophomores in Biology at the club fair. When I asked them which club they were interested in. They were thinking about signing up "Clean Our Waters Club" which focus on the pollution in the oceans and research and raise awareness about the plastic pollutions affecting the oceans.

When I asked them if they were going to sign up one club, they said that most students sign up three or more clubs, so they were also going to look for other clubs to sign up.

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There are chances for all learners to learn

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There are chances for all learners to learn

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Nieto (2017) states, "[s]chools that have made up their minds that their students deserve the chance to learn do ﬁnd the ways to educate them successfully in spite of what may seem to be overwhelming odds"(p 94).

"a growing number of studies suggest that teachers and schools need to build on rather than tear down what students bring to school" (p 95).
Nieto, Sonia. Language, Culture, and Teaching : Critical Perspectives, Taylor & Francis Group, 2017. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/teacherscollege-ebooks/detail.action?docID=5015631.
Created from teacherscollege-ebooks on 2023-10-03 21:23:09.

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Key Club, Animal Rescue Club, Coding Club, and more are there to attract future members to join an interesting club in high school. Why students sign up more than one club?

They get to meet new people who can help you build up communication skills, creative thinking, and networking. Another benefit is they want their college applications to look more peculiar.

How important are high school clubs? Again, these high school students make their own clubs while signing up other clubs. Some clubs only have one leader and three members, and others have only leaders. Yet, students continue to get approval from school, and most teachers advise at least three or more clubs. Again, why both students and teachers do that? Students want to prove their leadership and responsibility to colleges, and teachers want to support their students to get into more prestigious schools.

"The students in my study also showed how crucial extracurricular activities were in providing needed outlets for their energy and for teaching them important leadership skills" (p 126).

Nieto, Sonia. Language, Culture, and Teaching : Critical Perspectives, Taylor & Francis Group, 2017. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/teacherscollege-ebooks/detail.action?docID=5015631.

Created from teacherscollege-ebooks on 2023-10-03 21:49:21.

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Reflection-The setting in the biology classroom

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Reflection-The setting in the biology classroom

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The classroom is spacious enough for students to learn and have a lab in the back of the room.
The bio teacher utilizes the smart board to display today's learning. There are science artifacts which make students excited about their science class throughout the year.
While this classroom is shared with  AP environmental science classes, there is no space issue to put enough resources for both classes.
Again, the space is suited for academic uses and students can focus on their content area.

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I am a high school teacher in a public school. Besides my instructional assignments as an ELL teacher, there are two supervisory assignments assigned to me: the senior door and the cafeteria duty.
From the first day of school, seniors were granted 'senior privileges' that represented their new identity aligned with peer pressure.
From 7:50 to 8:45 on 9/6/23, seniors used the senior door to start their last year in high school. Some of them seemed nervous and anxious, yet they all seemed to proudly walk in the building through the senior door from the senior only parking lot with a new identity: high school seniors.
As more seniors walked in the building, the senior parking lot was filled with ONLY luxury cars, which added another identity to the one 'high school seniors'. The seniors with cars seemed to enjoy driving their cars to school and park right next to the senior door in a very convenient manner. Unfortunately, I have not seen typical cars parked in the senior parking lot yet. It seems that there is peer pressure that delivers messages to seniors: This parking lot is for luxury cars only.

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The biology teacher has a great habit which encourages his students to learn and walks around the classroom to check for the students' understanding.
He always says, "Hey, folks. Please ask me anything you have a question. I want you to like biology and I am here to help you."
I think this means a lot to his students and these students do not hesitate to ask for help.
Moreover, the teacher and the biology department always look for more fun and engaging resources for their learners.

"[t]eachers to judge what is most worth teaching and knowing in order to identify space in which they can invite and work with students’ knowledge and interests" (p. 29).
Sleeter, Christine, and Judith Flores Carmona. Un-Standardizing Curriculum : Multicultural Teaching in the Standards-Based Classroom, Teachers College Press, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/teacherscollege-ebooks/detail.action?docID=4803423.
Created from teacherscollege-ebooks on 2023-10-08 18:46:18.

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Courtyards are always accessible not only for a break but also learning.

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Courtyards are always accessible not only for a break but also learning.

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Reflection: Different versions of the test/students with accommodations

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Reflection: Different versions of the test/students with accommodations

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The teacher makes sure every learner has a pleasant testing environment, and the students with an IEP gets a modified test based on their accommodations.
When I ask him if he considers modifications as an extra work, he says "Yes. But it is a student's right to ask and I don't mind doing it."
Who is more prioritized for learning? The answer has to be every student; therefore, every curriculum and school environment has to be more carefully developed for every learner.

Eisner (2003) states, "[t]o provide a curriculum and a school environment that enable students to develop the dispositions, the appetites, the skills, and the ideas that will allow them to live personally satisfying and socially productive lives" (p. 651).

Eisner also states, "The forms of consciousness and understanding of which humans are capable are not exhaust ed by what is measurable or by what can be articulated in the literal use of language" (p. 655)

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Reflections-Peer Pressure in the Senior Parking Lot

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Reflections-Peer Pressure in the Senior Parking Lot

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Why there are only luxury cars in the senior parking lot?
Where do the other seniors who drive decent cars other than luxury cars park their car?
Do they drive to school or do they ask their parents for a ride?
Peer pressure is so serious that seniors who do not have a wealth power feel less superior to the ones with wealth power in this school.

Lesko & Topping (2012) state, "In my view, the expectant time modality plus the psychosocial emphasis on active mastery of one’s environment, staged within the corporate model of U.S. high schools, contribute to an intensified search for self-and-social-status.This effect of power relations, in which adolescents are defined as irresponsible and rightly without much power, is what is often referred to as “peer pressure”"(p. 110).

Lesko, N. (2012). Act Your Age!: A Cultural Construction of Adolescence (2nd ed.). Routledge. https://doi.org/10.4324/9780203121580

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5.2 Observe a conference between parent-teacher and/or teacher-adult student. Describe and critique issues discussed in this meeting.

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10/10/23 11:16-12:16pm Ready for the Next Academic Journey and Peer Pressure

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10/10/23 11:16-12:16pm Ready for the Next Academic Journey and Peer Pressure

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3.3 Observe a learning experience and evaluate the success of the lesson for all learners.

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10/13/21 12:11-1:11pm Students are exposed to another culture-Korean Traditional Arts

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10/13/21 12:11-1:11pm Students are exposed to another culture-Korean Traditional Arts

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1.5 Record examples of language used in the learning context. How are issues of culture, identity, and power raised by language itself?

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11/01/23 2:13-3:13pm A Forensics Class -A Crime Scene 

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11/01/23 2:13-3:13pm A Forensics Class -A Crime Scene 

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3.3 Observe a learning experience and evaluate the success of the lesson for all learners.

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11/10/23 10:00am-1:00pmStudents Work in a Group-Observation

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11/10/23 10:00am-1:00pmStudents Work in a Group-Observation

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2.2 Describe how authentic, real world learning is/can be represented as part of content knowledge.

2.3 Create a series of engaging activities in a content area that offer varied opportunities for all to learn the essentials you have outlined.

[Observation]

Middle school students in Paris are appreciating Claude Monet's "Blue Water Lilies." One teacher and 4-5 students are in a group and walk around the museum with their assigned package. Students stop at one masterpiece to answer questions, and they often exchange their thoughts.

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Culture is Created and Socially Constructed-Students and Their Teacher

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Culture is Created and Socially Constructed-Students and Their Teacher

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A teacher on the left side of the picture and three students (one student next to the teacher on the left is not in this photo) are in one group. I asked the teacher if I could use her and her students' photo for this field journal, and she kindly asked her students about it. Thankfully, all agreed to be in the photo as long as their faces were not revealed. When I asked them what they were doing, they were on a field trip to the museum, and they come to this museum and Louvre Museum every year since kindergarten.

They seemed to enjoy this field trip and one student with braids said, "The more I come to this museum, the more I love my culture to appreciate art." Thanks to their fluent English, we had no trouble communicating with one another.

It was very nice to see the young loving their culture, and schools become a big part of leading their students to a pride in arts.

Nieto (2018) states, "Closely related to the fact that culture is created and socially constructed is the fact that it is learned. That is, culture is not handed down through out genres , or is it inherited" (p. 74).

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Reflection-Middle School Students' Art Activity

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Reflection-Middle School Students' Art Activity

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These middle school students were everywhere on the fifth floor to appreciate Impressionism Artists. There was no one who behaved with an ill manner at the museum, and they seemed to know their social etiquette at the museum. One student with braids mentioned that they come to appreciate art pieces every year from their kindergarten. They have this packet filled with 10 pages of work.

I also ran into a group of kindergarteners at Van Gogh's special exhibition on the first floor. There was a group of 18 students with 9 chaperones. These children were in front of a Van Gogh's artwork listening to a docent's explanation. They also seemed to enjoy the masterpieces in front of them, and they also had a proper etiquette at the museum.

What makes them love artwork so much and have proper manners to appreciate art in this country?

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Students Reveal Their Political Identity.

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Students Reveal Their Political Identity.

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The teachers watch the morning news in the break room where they get ready for their children.
When students enter the school building, the camera zooms the light bulbs—one shines and the other flickers—in the ceilings.
A young female student shows fear on her face when she looks up the lights. Janine approaches her, "Melina, what's wrong?" Melina says the flickering light is scary and she doesn't want to come to school.
Then Ms. Janine asks Mr. Johnson, the janitor, about fixing the lights which impact the children's coming to school.
"Above my pay grade Janine," says Mr. Johnson. "I make most of my electrical things work with the makeshift system I've had since'92. For this, we gotta wait on an electrician." Mr. Jones states, "but--" Janine replies.
Then Janine asks Melissa, Barbara, and Jacob for help. "What do you want us to do about it?  Worry about what can be controlled." Barbara doesn't seem to have any hope in the light bulb situation.
Janine asks Principal Ava Coleman about having someone over to fix the lights on the hallways.  Ava says she doesn't "have enough juice to manipulate the inner working of City Hall."
Janine decides to fix the broken lights by herself and climbs a ladder. She finds out the problem is just a simply loose wire, and she puts the wire back which causes the entire blackout int he building. Janine asks for help and Barbara and Melissa take their children to the gym where there are lights and a working A/C. Janine becomes more determined to fix the lights. "You know, our children have needs that deserve to be met. And I'm going to fix this. Nothing is going to get in my way."
When everyone is back from lunch, Barbara confronts Janine. "Barbara, look, I know you told me to let it go, but I couldn't" Janine pleads. Then Janine faints as she didn't have anything to eat but to work on the light bulbs all day."
Janine wakes up in the nurse's office and sees her children playing and colleagues watching them.
When Janine comes to stand next to them, she says that she cares too much about these children, yet she will not stop overcaring for them.
Mr. Johnson fixes the light. "You touch the light, didn't you Janine?" "Yes." Janine responds with puppy eyes.

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Flickering lights on the hallways in an elementary school seems very unwelcoming; moreover, this shows that the maintenance in the building is poor, which sends a message to the young children that they are not valued.
If students are not valued in school, who should have a priority?

Unlike Janine, a novice teacher, Mr. Johnson, Barbara, and other veteran teachers have already become numb to this type of issue, one of the minor issues. In fact, these veteran teachers care about what they can do and what are under their control.
More ironically, the city hall and the school district obstruct children from learning, while these two places should prioritize children and their learning.
I wonder if any faculty members or parents could attend a district board meeting or contact the city hall directly to have the poor maintenance fixed.

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9/16/2023 10:00am-11:00am Episode 2: Light Bulb-Communication between a teacher and parents

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9/16/2023 10:00am-11:00am Episode 2: Light Bulb-Communication between a teacher and parents

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5.2 Observe a conference between parent-teacher and/or teacher-adult student. Describe and critique issues discussed in this meeting.

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Mr. Eddie is using a pointer to go over the agenda. Then in the middle of the lesson, one student is dropped off by his mother, and the mother says to the boy "Alright Baby, sit down." Eddie says to the mother, "Umm, it's 9:00." Principal Ava Coleman informs Eddie again that all students must be in their seat by 8:00.
Eddie has to find ways to solve this problem and goes to Barbara for her advice. "Hey Mrs. Howard, can I get some advice? I was going to ask Janine, but she seems busy." Barbara invites him into her classroom, and Eddie squeezes himself into a tiny seat and shares his issue with her.
Barbara asks him of he talked to the parent about it. Eddie says, "No, no, I am a sub. I don't want to be mixing it up with parents. It's unnecessary." Barbara reminds Eddie that he is the child's teacher and asks him about the child's name. When Eddie says it is Joel Williams, Barbara says, "Okay, I know that family."
She suggests that they meet during her planning period. They are at the nail salon and Eddie still doesn't think it is a good way to meet a parent this way. Barbara says, "We could, but there isn't much more to say other than you need to talk to the parent." "Look, I understand. There just has to be another way to this other than awkwardly talking to the parent first thing in the morning, "says Eddie.
"Well, try it this way—you could talk to your student's parent right now." Eddie sees Joel's mom walking in the salon. Joel's mom greets Barbara and says to Eddie, "Aren't you my son's teacher?"
There is an awkward moment when Eddie doesn't show his willingness to start a conversation. With Barbara's help, Eddie starts a conversation. "So your son Joel, you've been, um, bringing him to school at 9:00. School starts at 8:00. Is there a reason for this?"
Joel's mom says, "Well, nosy, I start my shift at my job at 9:30, so it's easy for me to drop him off before that and go straight to work instead of going home or whatever."
When Eddie says Joel misses a lot of important lessons, Amber replies to him, "Word? I thought y'all just be playing with blocks and stuff." Eddie affirms that it isn't a daycare but a school where he needs to learn to read and do math. He also says that he doesn't want Joel to fall behind. Amber thoroughly understands Eddie's words, and tells him Joel will be in school by 8:00.

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When Eddie says that he is just a sub, he sets a barrier between him and a parent. He reaches out for advice, yet he doesn't put any effort to build a relationship with his student's mother. Barbara wants to teach Eddie that teaching isn't just working with children but communicating and networking with children's parents in order to support children's learning.
When Amber lacks what Joel does in school, effective communication helps her learn about what kind of learning takes place in school, and she wants her son to be academically successful. Indeed, parents and teachers must build strong bonds to support children.

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1.1 Explore and describe the range of materials and other resources utilized in the learning environment. Analyze how, why, when and where they are utilized.

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9/9/2023 10:00-11:00am Novice Teacher vs Master Teacher

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9/9/2023 10:00-11:00am Novice Teacher vs Master Teacher

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5.4 Describe formal and informal professional development opportunities available to educators that support new levels of educational performance, personal growth and social insight.

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As Janine, a novice teacher, is helping a student in class, a boy yells out, "Ow! Ms.Teagues, Andrew hit me!" Ms. Teagues says, "Andrew, apologize." Yet, Andrew gives his back to Ms. Teagues with a disgruntled attitude. The scene shifts and Ms. Janine Teagues introduces herself as a teacher, and she still continues to countdown and Andrew is facing another direction with his hands folded.
In once scene, two teachers, Ms. Melissa Schemmenti and Mrs. Barbara Howard, have a lesson and all students are focused and well-engaged.
The other scene shows that another new teacher screams at her students. "Please sit down! Why?!!" Ms. Teagues says, "Well, I look up to the older ones, we younger teachers are still getting the hang of it. If we don't end up leaving." Another scene shows that a white teacher walks out of the school with her belongings in a box. As she leaves, she sticks her middle finger up at the students.
While Janine struggles with her students and continues to her countdowns. "Guys, I'm gonna count to three.. two.." Mrs. Howard says, "I am not counting! Sit down!" Immediately, her students find their seats in a quite manner. She has a firm and confident tone. Janine says, "That is incredible Mrs. Howard. I can't wait to get on that level," Janine says. Without a doubt, Mrs. Howard's class is standing in a single line and greeting Janine in a polite manner.
Jacob Hill is another new teacher in the building and struggles with his students.
Ms. Shorts bursts into the room and goes to Ava to share her concerns. Yet, Ava says to Ms. Shorts "They're just kids, and besides Aides cost money. We don't have that. Do you want to split your salary with someone else?" In addition, Ava says, "And Yet Barb, one of our best and most senior teachers here—she never complains! What is your secret Barb?" "Be like Barbara people!" she says again as she leaves the room.

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Ms. Janine Teagues is a novice teacher who is trying to build relationship with her students form the first day. It is essential that this will set the tone and help establish class rituals and routine as well as expectations. However, Janine has not developed her teacher voice and have the skills to thrive at this school yet. Unlike Janine, there are master teachers who have a strong teacher presence.
The scene shows that one teacher pulls her middle finger up at her students, which indicates that it is difficult for novice teachers to survive in this building. However, why isn't there any support from the leadership team in the school?

While there is no leadership in Ms. Teagues' class, Mrs. Howard has clearly established the norms and expectations of her classroom. She commands the respect of her students and holds her class to a high standard.

There are not only novice teachers but a novice administrator in the building. More seriously, when the district finally approved an emergency fund for resources, Ava spends the money on a new signage for the school. Principal Ava has no experience as an educator and lacks the leadership skills which make the entire staff suffer from insufficient support.

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Ms. Teagues sits in front of her class with the textbook on her lap. As she is about to turn the page, she says, "Okay guys, so there have been three Presidents since this one, okay. It's an old book. So, here's where I've taped in the others." The scene shifts and she says, "I would say the main problem in the district, is yeah, no money. The city says there isn't any, but they're doing a multimillion-dollar renovation for the Eagles stadium dow the street from here. But, we just make do. The staff here is incredible."

As Janine is rolling up a rug that one of her students peed on, her students are dancing to "Baby Shark." One student asks Janine what they will do without a rug during the story time. Janine expresses the importance of the rug for her students.
Later the colleagues find Janine watching her student sleep. "Every single lunch period Barbara, every single one, Amir comes and naps on the rug," she says. "It was the same in my class. Mom got lots of kids, dad's not around," says Barbara. "Right, so he doesn't get much sleep. I told him to sleep at his desk, but he says the rug is softer. Softer than his bed at home." Janine replies.
Not the school principal but Melissa calls "call a guy" and every staff gets a rug for their classroom.

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Reflections-Students are not a priority.

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Reflections-Students are not a priority.

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This poor school district has no fund to provide their students with reliable and update learning resources which should be fundamental. Also, the city uses funds elsewhere, which shows that students are not a priority in the city.

Indeed, leadership plays an important role in determining students' academic success.

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This classroom reveals full of respect for every learner in the classroom. The teacher is very calm and nice to students; moreover, he sets high expectations and holds students accountable to them.

In addition, the teacher introduces himself as a Chinese-American who has grandparents with different religious and language backgrounds. He takes the attendance by calling each student's name and asks students' understanding in case he mispronounces his or her name. He says he will learn to pronounce each name right and tells students that he respects and values others' beliefs and cultures.

In addition, when I heard from students saying, “We were in the same physical science CPB last year." This discourse is connected to Oakes, et al.’s argument that this type of ability grouping can lead to different opportunities and future from students in more rigorous science classes.

Then, I asked myself, “Will these students take a chemistry CPB class in their junior year? Will there be anyone who would exit this track and enter either a chemistry CPA or a chemistry Honor?”I asked myself, “Will these students take a chemistry CPB class in their junior year? Will there be anyone who would exit this track and enter either a chemistry CPA or a chemistry Honor?”

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The teacher emphasizes that learning is valuable, and it is important for students to find joy in learning. Therefore, he tries to prepare materials engaging and meaningful with the learners.

Eisner (2003) states, "[t]he really important dependent variables in education are not test scores or even skills performed in the context of schools; they are the tasks students are able to complete successfully in the lives they lead outside of schools" (p. 651).

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Reflection-Collecting Data for Planning Future Lessons

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Reflection-Collecting Data for Planning Future Lessons

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All of the data he collects are reflected in his future lesson plans. Physical copies of classwork and lab report show his students' comprehension and writing skills; in fact, these can be beneficial and intimidating depending on learners. Some students love gaming activities, while others feel pressured to complete the task in a given time. Therefore, the biology teacher uses various platforms to encourage every learner in his classroom and assess them in an equitable way.

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Reflection-Learn to be a responsible scientist

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Reflection-Learn to be a responsible scientist

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Each group gets to experiment termites and their preferences in certain colors of inks. The biology teacher says to students that it is the first time to work with living insects in the lab this year and tells them to gently work on termites. The teacher says, "I ask you to handle termites gently and do not intentionally kill them." He keeps reminding his students to revisit their hypothesis and make a careful conclusion. He tells them "work like a scientist who is responsible for all the procedures and the conclusion.
This teacher is very calm, yet he has a teacher tone to make sure his message is delivered to his students.

Eisner (2003) states, "To take such an acknowledgment into serious consideration we would need to provide opportunities for students to work in areas in which reasoning is employed, but such reasoning would have to pertain to forms of problem solving that depend not on the uses of logic but on the organization of qualities, including, but not limited to, linguistic qualities" (p. 652)

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In our school building, every teacher is encourages to use "Classwize" :a screen monitoring software that controls their students' web browsers. While some teachers really like the software, while the other teachers say that they would like to use the time for more instruction and support. It was a meaningful talk.
Both the biology teacher and I are the latter group who would like to encourage our students to practice self-determination to make their learning more meaningful.

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Observation in the Middle School-Parental Involvement

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Observation in the Middle School-Parental Involvement

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The atmosphere in the middle school is very lively as some parents bring their younger children to the school events.

The hallway is filled with parents who get escorted to each classroom by school volunteers in the yellow T-shirts.

Parents have their children's daily schedule to attend each classroom. Some of the parents have elegant traditional outfits which represent their cultural and religious identities. Most fathers have their suits on, and many mothers have a high-end designer's bags which represent their financial status. Most teachers dress up in a professional way and invite parents and other younger visitors (younger siblings) at the door. They also prepare snacks like bags of chips, candy, water, and juice. They also have sign-in sheets for the visitors. Some teachers prepare index cards to learn more about parents with updated contact information.

Each class is for 15 minutes to introduce a teacher and classroom rules and grade policies. Both parents and teachers looked friendly and nervous to see one another for the first time.

The hallways are filled with parents greeting other parents as some of them have known one another from elementary school. Also, presentations and lots of laughters makes the live school atmosphere.

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5.3 Identify neighborhood or community-based resources that might enrich your curriculum planning and teaching.

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According to the video, Avenues is situated in Chelsea, a very  "has it all" community where there galleries, museums, and numerous parks with green spaces. Both the school and the neighborhood has a variety of resources that students are granted to utilize access as they walk out school. For example, students in Avenues can host events, make projects which connect the neighborhood and their academic environment.
Learning exists both in and outside of school.

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Observation-KIPP School Family, Community, and School

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Observation-KIPP School Family, Community, and School

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The video shows that a teacher explains importance of education. Again, it seems that the community is responsible for children to learn.  Upon the family's consent, the school's immediate care starts. Parents, teachers, and students become a team for students' success. The students get disciplined and motivated to improve themselves for their future.

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Learning Matters: REBIRTH: New Orleans - The KIPP Way

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In the video, hip hop pedagogy is not about music and dance, but it is inclusiveness and diversity with the rich cultural heritage. The diverse group show their understanding and appreciation of hip hop culture.

The instructor engages with the entire group of people and provides them with tools that embed real world/social issues.

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A white educator
black/brown students
students holding the violin
posters on walls (sight words?)
overhead machinery
A boy student is looking down at the instrument
Teacher is touching one student's finger
A tension-not to make a mistake
The girl seems disinterested in playing the instrument
What is a purpose of this lesson? (a concert or an assessment?)

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What is the teacher assessing? Is this a type of assessment that will allow all students to show what they are capable of? If not, what are other ways that these two students can show their knowledge in this subject area?

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Randomly positioning students reflects low academic stress. If this is an assessment, who is there to assess this performance?
There are performers and audience.
People in the audience assuming parents.
It is possible that these audiences do not attend the school.
The cool backdrop that is red might be graphic.
Students dressed in different types of athletic wear.

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Students on stage can evaluate each other to be in sync which is an authentic assessment. Oakes, et al say that this type of assessment is realism which audience can tell teacher if the performance is done well.

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Definitely, parents want their child to be in a more rigorous and challenging academic environment.

When I see parents who come for the school event directly influence their children's academic outcome and educational aspirations. As I see ethnically diverse parents and children in the middle school, I wonder if there is any correlations to certain ethnic groups of children who get influenced by their parents' English proficiency and involvement in their school education and English ability.

As an Asian immigrant myself, my parents who are also immigrants directly communicated with me about my determination to education and academic achievements, and it seems very common that Asian parents monitor and control their children's learning performances and goals.

Now as an educator, I commonly witness similar phenomena amongst Asian-American and Asian students and their parents. I would be great to find out how other ethic groups of children and parents communicate on academic achievement and educational aspiration.

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10/7/23 10:00-11:00am Episode 4: Bluey References-Conflict Resolution

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10/7/23 10:00-11:00am Episode 4: Bluey References-Conflict Resolution

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4.3 Describe a range of classroom management strategies and/or instructional approaches that support respect for all learners, conflict resolution, timely transitions, maintenance of learners’ attention during instruction, active student engagement, and social justice.

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Mr. Eddie is dressed in a dramatic contrast to the white board, and everything teams with color but him. During the lesson on "Introduction to the State of Matter: Solid, Liquid, and Gas," Eddie calls a little girl to give the answer, "Ice." Out of the blue, a boy yells "Mom!" confusing Mr. Eddie. Micah outbursts, "I love Bingo!" The scene changes and Eddie says, "This wasn't the first time that Micah has disrupted his class. Micah is obsessed with a television show about Australian dog." Mr. Eddie says that he has tried every method to change Micah's disruptive behavior. Yet, Micah continues to say "Bingo! Bluery" louder than before.

Mr. Eddie sends Micah to the Principal's office because he "can't have one student ruining the lesson for everyone."

Ava brings Micah back to Eddie's class, and he continues to sing and dance to the theme song of "Bluey."

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Reflection-Eddie's Decision to Send Micah to Principal's Office

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Reflection-Eddie's Decision to Send Micah to Principal's Office

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Micah thrives off the attention he receives from Mr. Eddie. Eddie decides to send Micah to Principal's office. According to Eddie, he has done countless methods to change Micah's behavior. However, what restorative steps did Eddie before sending Micah to the Principal's Office? It could have been better if Eddie took his time to go over the class rituals and routines and expectations with his students. I wonder Micah knows the rituals and routines and his classroom expectations.

When Eddie takes a deep breath before saying "No. No. Okay. No!" the class become chaotic. This also shows that classroom management skills would benefit both Eddie and his students.

Stephens (2023) cites that Taines (2012) suggests these practices offer restorative paths for disaffected students demonstrating aggressive behavior:

"to engage in school activism, such students need assistance deploying accepted school discourses and reconstructing relationships with teachers and administrators. Identifying students with these needs, customizing training, and offering steady support may foster political self-efficacy and more advantageous responses to school" (82).

Stephens, G. (2021): “It’s because of community meeting:” Toward a responsive reconceptualization of social emotional learning, Educational Action Research.

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4.3 Describe a range of classroom management strategies and/or instructional approaches that support respect for all learners, conflict resolution, timely transitions, maintenance of learners’ attention during instruction, active student engagement, and social justice.

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Eddie shares with Melissa, Barbara, Jacob, and Janine what happened after Ava brought Micah back to class. "And then he pulled out a lollipop that she gave him," says Eddie. He complains that Ava did not discipline Micah at all. Jacob with a mouthful of spaghetti says, "On, Ava doesn't discipline the kids." Eddie gets angry and asks Jacob why he gave him the advice. Jacob says, "Look, sending a kid to Ava just helps get them out of the room so that you can regain control of the rest of the class," explains Jacob. "But it didn't fix the problem and rewarding bad behavior is the opposite of what a principal should do right?"

Eddie asks Barbara to speak with Ava about disciplining the students. He says that he is there to "teach not punish."

Eddie is called to Ava's office and they have a headed conversation. Ava says, "How do you think it feels for a six or seven year old to make that walk of shame? By the time they get to my office, they got snot running down their face and they're shaking like a chihuahua and what? I am supposed to punish them and then what? I gotta tune out some sobbing child while I'm trying to watch "Below Deck"? If you don't agree with my approach, then you need to you need to get Micah under control."

When Eddie walks out of Ava's office, he asks Mr. Johnson to help him with what is teacher presence. Barbara also joins to give Eddie some advice. "Working here at Abbott Elementary as a young black man, you are in a unique position. You're also at a crossroad. Now I'm not saying that discipline doesn't have its place, but your students can either fear you or they can respect you. You can't have both."

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Reflections-Know Your Students and Build Relationship

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Reflections-Know Your Students and Build Relationship

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Teaching requires holding students accountable for their actions, yet it is important for teachers to understand that there is a reason for every behavior. Ava mentions that shame doesn't go with good behavior.

When Barbara says that students can either fear or respect teachers. Indeed, respect comes from building relationship. When Eddie adds Bluey around the three states of matters, this excites Micah to get him engaged with the lesson.

Punishment is not a key to solve a problem. Know your student to fix the problem.

Oakes, et al (2018) state, "Many students drift through classes without developing stable relationships with teachers or other students" (330).

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A forensic science class is at the courtyard investigating the crime scene.

A lady with casual clothes is on the ground under the tent. There is a wine glass with her pink lipstick on, and there is a picnic basket filled with food.

It seems that she has a shot on her head, and here is blood everywhere on the grass.

Students are in four teams to collect their part of evidence, and they seem very engaged into the work.

Some of them are so close to the dead body to find more clues, and the weather is perfect to be outside.

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Why two forensic science teachers spend so much time setting up a crime scene at a courtyard?

What do students learn from real life scenarios?

Students in the forensic class learn to seek and recover trace evidence to gather clues to find a criminal. In addition, the learn to properly handle and keep vital clues such as hair, clothing fibers, and even debris around the crime scene.

These students are familiar with forensics from the media, and it is easy to bring real-world matters into classroom. They become crime scene investigators for the day, and some of them might think of the career seriously. It is important for students to grow critical thinking and scientific reasoning in real life.

Yet, this is part of Forensic science curriculum, which teachers are required to follow, while this type of learning seems very intriguing to students. In addition, these teacher add a little more of their preference to this crime scene, yet they still follow the worksheets which students must complete and get a grade. Giroux (1988) states, "That is, knowledge is broken down into discrete parts, standardized for easier management and consumption, and measured through predefined forms of assessment. ...The underlying theoretical assumption that guides this type of pedagogy is that the behavior of teachers to be controlled and made consistent and predictable across different schools and student populations" (p. 124). This shows that teachers follow 'management pedagogies' and 'predetermined content' to teach their student in the given time. Is it possible for teachers to create an authentic material? Does the administrator allow that if it is not a well-made material by a well-known publishing company?

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Once a year, our high school introduces Korean culture to the entire community. These Korean high school performers come to our school and perform various Korean traditional performing art on stage.

First, there are two MCs who speak English well. They wear beautiful Korean traditional clothes "Hanbok" and introduces a team of musicians. These traditional musicians play One of the BTS's famous song "Dynamite," and everyone in the auditorium feels welcomed to join the performance.

Then a group of dancers dance one of the famous Korean dance "Fan Dance."

Also, these two MCs invite some audience on the stage with a prize. Two students are selected to be on the stage and taste Korean culture.

Everyone seems excited about the performance.

Especially, Korean-American students seem proud of their heritage and culture of their parents.

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There is a large Jewish population in my school and the school atmosphere was down and out due to a sudden Hamas' attack in Israel.

The administrators were puzzled to have this performance on state, yet the Korean high school performers were already scheduled to perform well in advance last year.

They decided to have this performance, and it turned out to be a great one for students to be away from grief and fear in Israel.

My school is serious about creating caring relationship by introducing diverse culture and traditions to school activities.

Oakes, et al. (2018) state, "We them elaborate four key features of "good" school cultures—that is, school cultures that foster high academic quality and social justice. These features include academic press, rich learning opportunities and resources, caring relationships and practices, and conditions that support teachers' inquiry and activism" (316).

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Not only seniors but also lower classmen also came to visit the fair. Students ask for college admission processes, study abroad opportunities, and research opportunities.

Over 40 colleges set their booth with brochures, pens, pencils, and stickers with their school logos on.

The presenters were ready for the future college students.

Cornell, Carnegie Melon, Emory, Northeastern, Dartmouth, and worldly-known schools were filled with students in a long line.

One booth represents an Israeli university where it has an exchange program with a US university. As there are many Israeli students in school, the booth was very busy.

Also, two Korean top university presenters were busy explaining their programs to Korean students.

Ironically, the booths representing state colleges such as Ramapo College, Penn State, and more did not look busy at all.

Actually, the presenters were literally sitting there.

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Interestingly, most students at the college fair lined up in front of more prestigious school than state schools.

The school culture is that they only care about IVY schools or worldly-known private colleges.

What makes them only care about the top of the top schools?

The peer-pressure is so strong that booths with state college information are empty, nearly empty because students do not ask for information. They do not want to be looked as average students at the fair.

Oakes, et al. (2018) state, "The young held in highest esteem by their peers are better-than-average students, but they are noted as much for their good looks, cars, and popularity as they are for their academics. All students, particularly the large group that simply gets by, would likely achieve more if their school pressed the importance of its real business: teaching and learning" (320).

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There is a large Israeli and Israeli American community in this district, and the Palestinian Islamist militant group Hamas attack on Israel immediately changed everything. Unlike other mornings, it was heartbreaking to see our vulnerable children explicitly impacted by the crisis. As soon as some of the Israeli American students saw both the vice-principal and me, they burst into tears. Some showed confusing and resentful looks, and others looked scared and insecure. Then there was a senior with a shaved head and the national flag of Israel on his backpack at the senior door. He shouted, “I stand with Israel.” Besides his may identities—a proud senior, a financially privileged senior, and an assertive adolescent, he showed a determined and patriotic yet inferior identity.

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My observation aims at a biology class labeled as biology CPB which runs at a slower pace with more modified materials than biology CPA classes, while both classes use the same textbook. It is predictable that this biology CPB class is sorted into a low ability homogeneous group that Oakes, et al. mention in Chapter 10.  In the classroom, there is a diverse race group of 14 sophomores: 2 African Americans, 1 Hispanic, 3 Asians, and 8 Whites. In addition, there are 4 student athletes: 3 male football players and 1 female basketball player. Moreover, there are 4 students with Individualized Education Plans (IEP) and 1 student in progress of classification in special education. When students report to class, they sit at their assigned seat which changes every month, and the 4 students with IEPs pick their preferred sitting as a seating preference is on their IEP specifications.

During my observations, I often hear from students saying, “We were in the same physical science CPB last year, and we all know each other. Why can't we sit wherever we want to?” This discourse is connected to Oakes, et al.’s argument that this type of ability grouping can lead to different opportunities and future from students in more rigorous science classes. I asked myself, “Will these students take a chemistry CPB class in their junior year? Will there be anyone who would exit this track and enter either a chemistry CPA or a chemistry Honor?”

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The biology teacher’s grouping strategies on a big group project.

First, he creates a monthly seating chart to encourage students to cooperate and engage with all classmates. Next, he lets students choose their lab partners to see their efficiency or distraction. With his analysis, he makes 5 groups and expect them to make their contributions to the project. According to him, he splits students with IEPs into different groups so that they can step out of their comfort zone. Then he assigns a friendly student who is easy to work with in each group. Lastly, he positions a leader figure to each group. Although the teacher aims for a balance and makes a careful plan, one group conflicts with a student with an IEP who refuses to work in a group and asks the teacher if she could go see her guidance counselor. Later, the teacher reaches out to the special education department so that the student can work on the project independently during her study skill period. Oakes, et al. (2018) mention that teachers are expected to overcome grouping dilemmas for every student’s success in today’s education.

It seems that every student is valued and accommodated by their needs, but they are all required to focus on the given instructions in order to do their presentation successfully. Giroux (1988) states, "The notion that students come from different histories and embody different experiences, linguistic practices, cultures, and talents is strategically ignored within the logic and accountability of management pedagogy theory" (p. 125). This quote also shows that high school students are not given opportunities to expose their rich identities to the content they learn as it is considered off-topic or less academic.

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What made this young adolescent shave his head, and what message does he want to deliver to people around him? Lesko (2014) states, “Youth were defined as always “becoming,” a situation that provoked endless watching, monitoring, and evaluating” (p. 94). Not only the student but also other Israeli students’ self-in-practice is mediated by past experiences as well as his or her current positionality in the figured world (Caraballo, 2019, p. 1295). Indeed, many teenagers in school undergo the darkest time of life and struggle to make sense of the tragedy in Israel with their own knowledge and experience; simultaneously, they seemed so uncertain to confirm their identity. Nevertheless, they confirm their space to express who they are and what they are during this unprecedented crisis in Israel.

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Students got their lunch and sat at their seat during lunch as usual.

Then one student started screaming and crying after checking her phone. She said one of her acquaintances in Israel was kidnapped. Israeli students near her gathered together hugged her and cried together. Then one student said a radical remark blaming the neighboring country for an attack; in addition, the entire middle-east has to support Israel.

Then, it was like a fire. A large commotion occurred in the cafeteria.

It was so shocking and sad to see students raging with hatred in the cafeteria.

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It is the first time to witness two apparent groups of students exchanging their humble thoughts about the global issues.

Some say, "Why our school only cares for one side and is blind to see the other side?"

Some students are terrified at the commotion, and we teachers who did the cafeteria duty had to call the main office to get student support leaders and counselors.

Is is possible for our students to divide in a half at a global issue? What makes them divide so quickly?

Nieto (2018) state, "[t]he voices of students are rarely heard in the debates about school failure and success, and the prespectives of students from disempowered and dominated communities are even more invisible" (97).

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Students hide 10/13/23 Hallways and the Cafeteria Observation

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Students hide 10/13/23 Hallways and the Cafeteria Observation

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Israeli students and Jewish students were mostly absent from school today.

There was a threat from Hamas that would attack Jewish towns and Israeli in the Unites States.

Teachers' emails were filled with the parents saying their child would be absent.

Some of them said that the Israeli government recommended the parents not to send their child to school or any other public activities.

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Students are vulnerable to social and global issues, and they lean on adults to guide them and provide them with safety.

More than a half of the students are out today, and the school is so empty. Safety is a priority.

Lesko (2014) states, “Youth were defined as always “becoming,” a situation that provoked endless watching, monitoring, and evaluating” (p. 94). Not only the student but also other Israeli students’ self-in-practice is mediated by past experiences as well as his or her current positionality in the figured world (Caraballo, 2019, p. 1295). Indeed, many teenagers in school undergo the darkest time of life and struggle to make sense of the tragedy in Israel with their own knowledge and experience; simultaneously, they seemed so uncertain to confirm their identity. Nevertheless, they confirm their space to express who they are and what they are during this unprecedented crisis in Israel.

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18 kindergarteners and 9 chaperones are in front of a painting at the museum.

These children cross their tiny legs and sit quietly on the floor and listen to the docent explaining about the paintings. They look very curious about some paintings which are portrayed differently than their ways of seeing objects. For example, when they saw apples in the painting with dark shades, some of the children say the apples are bad apples.

Then the docent kindly disagrees with the children by shaking her head.

When they move to the next painting to see, one chaperone takes two children. Once they move, children sit on the floor and chaperones stand around them so that children get to sit and focus on the art in front of them.

All the other museum visitors give plenty of room for the young visitors so that they can pleasantly enjoy their field trip.