Observations at Roosevelt middle school Essay Example for Free

Observations at Roosevelt middle school Essay I observe at Roosevelt Middle School, which is in River Forest, in Mrs. Brauns sixth grade English class on Tuesdays in the morning. As I have observed, I have noticed that the classroom is student-centered. During computer time, Mrs. Braun focused more on helping the students get into the computer program to start the assignment than on having enough time to get the assignment done. Several times, Mrs. Braun gave helpful comments on how to do things on the computer or in the program, such as how to install automatic spell check. Mrs. Braun was also very patient as she was being asked questions while she was trying to explain the assignment. From what I saw, some students were getting bored, though, while the assignment was being explained and started whispering to each other. However, the whispering did stop when the students had to get started on the assignment. I have also observed that there seems to be a strong set of rules in place in Mrs. Brauns classroom. This is evident through some of Mrs. Brauns subtle, and not-so-subtle, reminders. For example, she gently made an example of a student by pointing out that his decorated pen (with a silly topper on it) was not allowed in class if it was going to be played and not used. She made a general statement that all pens similar to it are not welcomed is they are going to be played with. Overall, the students follow the rules very well, and there have not been any severe disruptions. There has only been whispering occasionally, but it stopped when Mrs. Braun asked. Disciplinary strategies seem to be in place as well, although I have not seen any discipline used while I have been observing the class. There is even a routine in place in the classroom for each period. During period one, first of all, old assignments are collected by Mrs. Braun, and then vocabulary is covered. Then a vocabulary assignment is given with any other new assignments on what is being cover in class. Next the teacher reads or goes over any assigned readings from the book that is being covered in class. This is the same basic routine for period two. The third period is computer time and the routine seems to vary. There is a quick transition from activity to activity during these routines. The classroom environment is that of a basic classroom setting. There are some decorations and other things hanging on the wall. Among the decorations is a hand-made calendar on the wall by Mrs. Brauns desk. There is a history of each students last name on the wall on the other side of Mrs. Brauns desk. There seems to be a controlled temperature and lighting in the classroom and they are set at an adequate setting. The room is arranged with five groups of desks in a circular type shape. In the middle of the room is a cart where new assignments are put and reading journals are kept. There are different locations throughout the room for different supplies. With the layout of the room, it seems there is adequate space to move around and do in-class activities. The physical space also seems conducive to teaching and learning. The physical space, including seating and grouping arrangements, seems to enhance cooperation and learning because there seems to be fewer distractions around them. There seems to be fewer distractions because the students have less people to talk to than if they were seated in rows, though they may still be tempted to talk. This classroom seems to function well as a total environment through its layout. I have observed many things in my first two observations in Mrs. Brauns class. The students do a lot of in-seat assignments, such as handouts. There seems to be a few good projects being done but they are done mostly outside of class. I feel that some time should be spent in class working on the projects, even if it is 10-15 minutes. The layout seems like both a good idea and a bad idea. It seems like a good idea because if one student gets stuck on something, there are others around to help. It seems to be a bad idea, though, because of what I stated before, there is still the temptation for the students to talk when they are not suppose to and distract each other. The only implication I have is that it seems that some old methods are hard to leave behind, such as busy work (hand outs), for more interactive methods (interaction with each other).

Bilingualism: The Key to Personal and National Progress Essay -- Langu

Since the conception of the United States there has been no official national language, however, English has long been the formal language of choice in America. It is used in nearly all forms of communication both internally and internationally from politics, science, marketing and any other discipline one can think of. The United States has an overwhelming focus on integrating its citizens into speaking English, but a minimal amount of effort is placed on educated any other languages. In most states second language classes are required for only two semesters in high school, and the languages offered in high school and typically limited to Spanish and French. For obvious reasons Spanish is a preferred language to teach to students due to the close proximity of Spanish speaking countries and the high influx of migration of Spanish speaking individuals to America. It is not uncommon for countries to teach its students the languages of other countries that said country is often found as sociating with. Many countries have already implemented educational systems that require two to three languages to be taught in school. These counties mainly in Europe and Asia are at the forefront of educational learning and economic viability, while they leave America scrambling to catch up. No longer can American education turn a blind eye to this vital and growing educational necessity. Many fear that bilingualism could potential hinder individual’s linguistic progress, but on the contrary bilingualism offers unprecedented benefits both to the individual student’s learning capabilities as well as added benefits to American economical services and growth. The field of neurobiology is yielding impressive results when examining the bilingual brain. O... ...n these various cultures and countries is through the ability to speak to one another and the key to this is bilingualism. From the cognitive benefits offered to an early child’s learning, to job opportunities, all the way to global interactions the mandatory inclusion of bilingualism in American education will serve to further advance all of these pursuits. Work Cited "Bilingual Youre Valuable." 24 September 2007. Career Builder. Document. April 2012. Chen, Grace. "Benefits of Foreign Language Education." 21 June 2008. Public School Review. document. april 2012. "Language Matters: A Global Shift to Bilingualism?" 28 October 2006. Language Instinct. document. April 2012. "The Advantages of Being Bilingual." 2012. American Speech-Language-Hearing Association. Document. April 2012. "The Bilingual Brain." n.d. Society of Neuroscience. 22 March 2012.

How Will Science and Technology Improve Our Future?

Finding Median Graphically Marks inclusive series| Conversion into exclusive series| No. of students| Cumulative Frequency| (x)|   | (f)| (C. M)| 410-419| 409. 5-419. 5| 14| 14| 420-429| 419. 5-429. 5| 20| 34| 430-439| 429. 5-439. 5| 42| 76| 440-449| 439. 5-449. 5| 54| 130| 450-459| 449. 5-459. 5| 45| 175| 460-469| 459. 5-469. 5| 18| 193| 470-479| 469. 5-479. 5| 7| 200| The median value of a series may be determinded through the graphic presentation of data in the form of Ogives. This can be done in 2 ways. 1. Presenting the data graphically in the form of ‘less than' ogive or ‘more than' ogive . . Presenting the data graphically and simultaneously in the form of ‘less than' and ‘more than' ogives. The two ogives are drawn together. 1. Less than Ogive approach Marks| Cumulative Frequency (C. M)| Less than 419. 5| 14| Less than 429. 5| 34| Less than 439. 5| 76| Less than 449. 5| 130| Less than 459. 5| 175| Less than 469. 5| 193| Less than 479. 5| 200| Steps i nvolved in calculating median using less than Ogive approach – 1. Convert the series into a ‘less than ‘ cumulative frequency distribution as shown above . 2. Let N be the total number of students who's data is given.N will also be the cumulative frequency of the last interval. Find the (N/2)th  item(student) and mark it on the y-axis. In this case the (N/2)th  item (student) is 200/2 = 100th  student. 3. Draw a perpendicular from 100 to the right to cut the Ogive curve at point A. 4. From point A where the Ogive curve is cut, draw a perpendicular on the x-axis. The point at which it touches the x-axis will be the median value of the series as shown in the graph. The median turns out to be 443. 94. 2. More than Ogive approach More than marks| Cumulative Frequency (C. M)| More than 409. 5| 200| More than 419. 5| 186| More than 429. | 166| More than 439. 5| 124| More than 449. 5| 70| More than 459. 5| 25| More than 469. 5| 7| More than 479. 5| 0| Steps involve d in calculating median using more than Ogive approach – 1. Convert the series into a ‘more than ‘ cumulative frequency distribution as shown above . 2. Let N be the total number of students who's data is given. N will also be the cumulative frequency of the last interval. Find the (N/2)th  item(student) and mark it on the y-axis. In this case the (N/2)th  item (student) is 200/2 = 100th  student. 3. Draw a perpendicular from 100 to the right to cut the Ogive curve at point A. . From point A where the Ogive curve is cut, draw a perpendicular on the x-axis. The point at which it touches the x-axis will be the median value of the series as shown in the graph. The median turns out to be 443. 94. 3. Less than and more than Ogive approach Another way of graphical determination of median is through simultaneous graphic presentation of both the less than and more than Ogives. 1. Mark the point A where the Ogive curves cut each other. 2. Draw a perpendicular from A on the x-axis. The corresponding value on the x-axis would be the median value.

The Music Has Been The Main Outlet For Some Powerful Speakers

Over time music has been the main outlet for some powerful speakers. The context of the music deals with Black lives matter and how to improve lives within the black community. Also pointing out the situations that they have encounter with the police. We can take a look at the music from the 90s and compare todays music and see that the music points out everything the artist is living and witnessing. Although, there is a difference between the two areas, and that difference is that the language back in the 90s was more direct compared to the language of today s artist. Now more of the music is more subliminal that makes the listener think more and be more conscious of what is going on. Now the music has to be broken down more not only†¦show more content†¦Almost going to say that black is bad and police are doing a good job if they kill them. Another line that stands out from this song is I got love for my brother but we can never go nowhere unless we share with each othe r. This line Tupac wants the his brother as in the black male to be more together than separate. According to the article in titled These Lyrics from Tupac s Changes Are Even More Haunting 20 Years After His Death by Mic Network published by Tom Barnes. Barnes argued that Tupac was ahead of his time and that his lyrics ultimately started conversations about racism. This also means his lyrics could be look at for gang violence. Which separated a lot of blacks during that time in the Compton that could ve made a huge difference within the black community if they were more unified. Tupac just wanted the black community to come together and be one so that we could make changes and put differences aside that pulled us apart from one another. The lyrics from the song are direct and simple to follow. Tupac made it easy to tell the meaning behind the messages he wanted to get across to his listeners. 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