It is especially important to note that many schools in Harlem offer no pre-college, Advanced Placement or College Readiness classes. The Graduation rate of New York City Schools is about 67% for four years graduation in June (NYC.gov). That is an alarming number considering that number includes students from affluent areas of New York and when broken down into boroughs the Bronx and Brooklyn graduate less than 50%. These numbers are due to a variety of factors but one such issue is the lack of opportunities for growth in many of the schools. To get into classes like BARD students have to apply early in 8th grade. There is no late acceptance into the program so if a student misses the deadline or simply did not go to the school in 8th grade
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Before each of the student as teacher session the professor would us the independent work time to do a conference with the presenting group. Here she would consult their ideas and ask them to deepen the knowledge if need be or make certain concepts more concrete. The professors’ feedback was quick, direct and useful which is extremely important. It was amazing to see the growth and maturity of the students put into the teacher position. It was also amusing to be able to locate what types of teachers they emulated. Some students walked around with a note book deducting points, other were very relaxed and allowed students to have a open dialogue where it seemed like chaos as every one spoke over e ach other but were still engaged and learning. This type of learning opportunity engages the students and gives them agency over their units of study. Some assigned writing homework assignments while other did watching a TV show that related to a level of hell or none at all. Student’s personalities and learning style really showed in this unit. The students worked together with in co-teaching model for some and other chose to take the reigns on their own. With the co-teaching model I examined students using independent work time in class and outside of class to create the lesson. The co-teaching model worked very well for …show more content…
Each time a student ran a lesson the students were quiet perhaps because they were busy doing something else, but they did not interrupt and even when a students made a mistake they all gave support to the students saying you got this. The class always clapped after the lesson and many even said thank you to the Student Teacher for the day or good job. The environment is supportive and strong in the classroom. Learning opportunities for students should be diverse, rigorous, inclusive and equitable across the board. Teachers must work to create classrooms that support student learning, management and growth socially, emotionally and educationally. It is our duty to foster classrooms that despite the lack of necessary resources can still captivate student’s desires and motivate them to persist in their education. Our classroom must be diverse in knowledge, lessons, assessments, and develop student’s sense of self through effective learning
Before each of the student as teacher session the professor would us the independent work time to do a conference with the presenting group. Here she would consult their ideas and ask them to deepen the knowledge if need be or make certain concepts more concrete. The professors’ feedback was quick, direct and useful which is extremely important. It was amazing to see the growth and maturity of the students put into the teacher position. It was also amusing to be able to locate what types of teachers they emulated. Some students walked around with a note book deducting points, other were very relaxed and allowed students to have a open dialogue where it seemed like chaos as every one spoke over e ach other but were still engaged and learning. This type of learning opportunity engages the students and gives them agency over their units of study. Some assigned writing homework assignments while other did watching a TV show that related to a level of hell or none at all. Student’s personalities and learning style really showed in this unit. The students worked together with in co-teaching model for some and other chose to take the reigns on their own. With the co-teaching model I examined students using independent work time in class and outside of class to create the lesson. The co-teaching model worked very well for …show more content…
Each time a student ran a lesson the students were quiet perhaps because they were busy doing something else, but they did not interrupt and even when a students made a mistake they all gave support to the students saying you got this. The class always clapped after the lesson and many even said thank you to the Student Teacher for the day or good job. The environment is supportive and strong in the classroom. Learning opportunities for students should be diverse, rigorous, inclusive and equitable across the board. Teachers must work to create classrooms that support student learning, management and growth socially, emotionally and educationally. It is our duty to foster classrooms that despite the lack of necessary resources can still captivate student’s desires and motivate them to persist in their education. Our classroom must be diverse in knowledge, lessons, assessments, and develop student’s sense of self through effective learning