PART 1
Getting to Know the School
Community & Classroom
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School Community Images
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Classroom Images
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Observation Notes
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Teacher Chat Notes
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Classroom Environment
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All with Reflections
School Community Images
Tree in front of school
Sign at school entrance
Stairs with abstract green motif looking up from the Courtyard to the main entrance to the school.
Tree in front of school
About the Images
The images of the school community reveal an oasis in a concrete urban neighborhood. The school site is one of the oldest in LAUSD and the benefit of this is the surrounding green space and trees. The exterior walls are painted with an abstract green mural throughout the halls, stairwells, and courtyard to re-enforce the welcoming environment which greenery supports.
Reflection
This set of images include the background images for many of the visual assets utilized on the school website. When documenting the location, I was able to see beauty everywhere and I tried to encapsulate this effect in the way I represent the school here and on the school website. The circular black and white portrait murals with inspirational quotes are painted in the school halls on each of the three levels. This attention to detail speaks volumes about the approach to education that Newmark Continuation High School embraces as an Alternative Options program in LAUSD.
Classroom Images
Color to filter light
This is the classroom where I work before we added color to the windows
Student art work on display
Color to filter light
About the Images
The images of the classroom reveal the reality of room 343 as a somewhat unorganized clubhouse. The environment is not visually inviting even though the inhabitants are warm and approachable. In one image, the classroom windows are shown before the color filters were added. Student work from art class are pictured on the board while English class work is shared on the wall or window. For Black History Month, the Frederick Douglass bulletin board was added to illustrate the class reading of the book Narrative of the Life of Frederick Douglass, An American Slave. Several bookcases are filled with disheveled textbooks, workbooks, and student notebooks. A collection of books for the core whole class readings are located near the teacher's desk. Posters from a series of past occupants are scattered throughout the space.
Reflection
With a little intention, the classroom could easily be transformed into a peaceful, inspirational, and welcoming learning place. I am pleased that was able to add the color filters to the window and create the bulletin board as well as display some student work from both English and art class in the room. Students were responsive to their work on display and brought friends in the classroom to see their good work. Students in other classes enjoyed seeing the student accomplishments especially the inspiring work created by the art students. I appreciate the relationship this creates between the student and their environment: when student work is on the walls the students have an increased sense of agency in the room.
Observation Notes
Reflection
The structure of class is consistent and the students know what to do when they enter the room. These routines are healthy and comforting. Confusion is mitigated by simple rituals like when the teacher says "Good Morning Class" and the students know to reply in unison "Good Morning Mr. P." This event even feels nostalgic because it reflects and old fashioned sensibility of decorum and respect for the teacher. When the students enter the room, the quote is already written on the board waiting for them to copy in their journal while the teacher records attendance. The consistent rhythm is peaceful and prepares the mind to be more at ease thus more ready to learn.
Teacher Chat Notes
The following text documents responses from an interview with my Case Study Mentor Teacher:
"As an English Language Arts teacher, my core belief is the importance of giving every child the opportunity to learn English in a functional manner so they are able to clearly express their dreams and wishes.
"My belief in the importance of learning English has shaped my teaching practice to prioritize work with the trials and tribulations of English language learners through daily class discussions, by asking students about their opinions, providing opportunities for students to express their point of view, and addressing how what we read relates to their life. My teaching practice is informed by my own experience as a learner of English language.
"I determine what to teach students as readers and writers based on their reading level determined by the Reading Inventory Lexile score as well as the students’ interests and general writing skill, they need to write simple things like college and job applications.
"I meet the needs of culturally and linguistically diverse students by drawing parallels between our Latino, African-American, and Asian population while centering on universal truths.
"Assessment of readers and writers is accomplished through questions answered in written compositions, short essay replies, and by a lot of oral discussion.
"One of the most effective instructional methods I use for teaching and writing is drawing real life connections.
The instructional resources I rely on to teach reading and writing includes books, textbooks, various online programs (e.g., EdHelper, TPT, EdSitement), and, importantly, conversations with colleagues.
"The biggest challenge I face as a teacher of reading and writing is the instilling of self-discipline in students, breaking bad habits, and fostering perseverance.
"What I enjoy most about teaching ELA is the students and their many different backgrounds because although they come from all parts of the world, they share similar experiences.
"What I can tell you about your case study student that might help you to better engage the student in reading, writing, and learning is about their prior experience outside of school which suggests their socioeconomic background and funds of knowledge from home and family.
"The student shared a story with me about when they were a small child of 7 or 8 in Honduras. Separate from their parents, they were brought to the US by a coyote. The student had to hide in a barn in Mexico while the armed Federales searched all around them before finally crossing the border.
"The student is mentally strong. What they lack in trust is made up for in perseverance. The student expressed to me that they have learned more in this year than in all their previous years of school. Historically, the student did not like school and started cutting classes which caused their grades to drop and therefore they did not pass classes necessary to make progress toward graduation.
"Also, their ELPAC score and Learning Inventory Lexile will guide the focus of your work together to reclassify. I recommend you meet with the ELPAC coordinator for their input as well."
Reflection
Given the advice to meet with the ELPAC/Reading Inventory Test Coordinator, I scheduled a meeting and enjoyed an insightful conversation. The Test Coordinator revealed tremendous generosity of spirit around details about testing and provided me a printed guide they had prepared. They indicated that my case study student could be tested during the later part of the testing window to allow us more time to work together.
Also, the test coordinator explained how the ELPAC was administered and scored as well as how the Reading Inventory was scored. This helped me to better decipher the data in the student's cumulative record and informed the priorities to provide the case study student additional support in preparing for the ELPAC and Reading Inventory because the goal was to meet reclassification criteria as fluent English proficient.
Here, I would like to add that my Case Study Mentor Teacher has already been a tremendous influence on my formation as an educator. Working together has affirmed in me that students must be respected as complete human beings with individual needs, capacities, and interests.
I believe that the role of the teacher is to remove obstacles in the path of students as they explore their potential and find their voice. The significant value and experience of this fieldwork is beyond measure. My gratitude to my Mentor Teacher and the school is infinite.
Classroom Environment
A Sketch of the Classroom with Heart for Location of Case Study Student
Reflection
The classroom environment attempts to support students as writers, including my case study student who is an English Learner. The room provides the students a safe and somewhat focused place to work. Overall, the classroom is unorganized and not attended with any intention by the classroom teacher. There are remnants of the teacher that occupied the room in the previous school year but the current teacher has added very little. Moreover, the teacher resists establishing any norms of organization to such extent that the textbooks and workbooks are strewn about.
The shelves are not organized with any system. The books for the entire class have numbers written on the spine and the student retrieves their assigned book number at the beginning of class. The students may not take the books out of the room without express permission and the intention is that the books remain in the room so that other students may make use of them.
Seated in the center of the room, my EL case study student has a good view of the board and sits with a small group of three peers. The student also faces the window which is cheerful. Often the student puts his head down on the desk while holding the book or Chromebook in their lap.
In sum, the classroom environment minimally supports students. It is a safe place but not much of a constructive work environment and shy on inspiration. Tools and instructional charts would be helpful. Importantly, the classroom teacher does include a wall of pictures of personal memories, family members, friends, students, and it serves as a conversation catalyst with students as they can identify with the imagery.