Christine Kelly EDU 280 Field Journal # 5 May 3,2012 Theme: S hools and !

ersonal Subtheme: "#$ %o& does the s hool dis'lay itsel( to students, 'arents, and the o))unity* +hat )i,ht this say* -#$ . also &ant to (o us on t&o o( the )ost interestin, lasses . o"ser/ed durin, the last &ee01 the s&i) ,y) and Mr# %a))el2s En,lish lass# Description 3his &ee0 &as our last &ee0 at 4CCS and . ha/e to say that .2) sad to not "e returnin, there on Monday# 4ot only did . ,et to )eet )any ne& tea hers &ho &ere truly ,reat at their 5o"s, "ut . also learned so )u h (ro) ,ettin, to &at h )any di((erent ,rou's o( students# 6ne o( )y )ain (o uses (or this &ee0 &as the s hool and the &ay it dis'lays itsel(# . only ,ot to listen to the announ e)ents in the Middle S hool "e ause that2s &here . &as "oth Monday and +ednesday )ornin,s# 3he announ e)ents &ere al)ost identi al e7 e't (or )inor han,es in the day, date, and 'er enta,e o( attendan e# 3he announ e)ents start o(( &ith these )inor details alon, &ith the 'led,e o( alle,ian e# 3he announ e)ents then ,o on to tell the students the &ord, /irtue, literary ter), 'ersonality ter), and so ial ter) o( the &ee0# 3he announ e)ents ha/e an attendan e 'er enta,e (ro) the 're/ious days o( s hool as &ell# 4e7t, the students are in(or)ed o( the u' o)in, e/ents su h as hat day, the 8th ,rade se)i8(or)al, hi,h s hool ,raduation, and "and lessons# 3here is also an announ e)ent re o,ni9in, the tra 0 students &ho "ro0e 're/ious re ords# Co))unity e/ents and "ene(it 'ro,ra)s are also stated# 3he announ e)ents &ere said "y the Middle S hool !rin i'al on Monday, and the Middle S hool :uidan e Counselor on +ednesday# ;oth days, the announ e)ents &ere on luded "y a )iddle s hool student &ho &as s'ea0in, a"out the i)'ortan e o( re y lin,# . noti ed that in the stalls o( the ,irls2 "athroo) that there are si,ns su''ortin, a 'ositi/e outloo0 on li(e# . also noti ed "anners in the hall&ay 'ro)otin, res'e t to all students and si,ns 'ro)otin, 'rote tin, eli,i"ility to student athletes# 3here are olle,e 'osters hun, on the &alls o( the )ain hall&ay that onne t the lo""y to the hi,h s hool lassroo)s# <s . ha/e )entioned in 're/ious 5ournals, there are 8710 'hotos o( the indi/iduals &ho are )e)"ers o( the 4ational %onor So iety (or e/eryone to see# 3here are dis'lay ases &ith 'hotos o( s'orts tea)s and tro'hies# <nother (o us o( )ine this &ee0 &as the s&i) ,y) and Mr# %a))el2s third 'eriod En,lish lass# 3hese lasses &ere t&o o( the "est that . o"ser/ed throu,hout the entire (i/e &ee0s, and . &ish . had o"ser/ed the) earlier so that . ould ha/e "een in the) )ore o(ten# .n the s&i) ,y) . &as e7'osed to an entirely ne& style o( tea hin,# . (ound out that there are al&ays t&o tea hers &hen a s&i) lass is ,oin, on "e ause one o( the) tea hes and the other ser/es as a li(e,uard# . o"ser/ed a 10th ,rade s&i) lass &here ,irls &ore either "i0inis or tan0inis and &ra''ed the)sel/es in to&els until they &ere told to ,et into the 'ool# 3he "oys in the lass )ostly too0 their shirts o((, "ut so)e le(t their shirts on throu,hout the lass# 6ne o( the )ale students had a (ull )usta he, &hile none o( the other "oys had any (a ial hair at all# .n Mr# %a))el2s third 'eriod

En,lish lass students &ere su")ittin, their 'a'ers online to turnitin# o), &hi h is a 'ro,ra) that allo&s tea hers to he 0 (or 'la,iaris) and to ,rade 'a'ers all at the sa)e ti)e# %e sho&ed )e his &ooden "o7 (illed &ith resear h to'i s that the students ould hoose (ro)# 3here &as an e7tre)ely lar,e /ariety to hoose (ro)# 3he to'i they hose &as not allo&ed to "e their thesis, "ut instead they had to resear h the to'i on their little sli' o( 'a'er and o)e u' &ith a thesis o( their o&n# Mr# %a))el starts ,ettin, seniors ready (or olle,e "y treatin, the) as adults# %e )a0es the readin, and assi,n)ents their o&n res'onsi"ility# %e )a0es sure they 0no& &hen their assi,n)ents are due and lets the) see the result i( they don2t do the ne essary 're'aration# 3he result ould "e a (ailin, ,rade on a readin, =ui9 or on a 'a'er# %e has one lassroo) rule> 46 !U3 D6+4S# ;y this he )eans he &on2t 'ut the) do&n, they &on2t 'ut hi) do&n, they &on2t 'ut the "oo0 do&n, they &on2t 'ut ea h other do&n, and (inally they &on2t 'ut the)sel/es do&n# %e said that this rule auses the students to lea/e their disa,ree)ents &ith one another outside o( the lassroo) and allo&s (or a o)'lete learnin, en/iron)ent# Analysis .n hindsi,ht . &ish that . ould ha/e heard the announ e)ents in the hi,h s hool as &ell as the announ e)ents in the )iddle s hool so that . ould o)'are and ontrast the)# . thin0 that it &ould "e interestin, to see the di((erent )essa,es that the ad)inistration is distri"utin, to the di((erent a,e ,rou's throu,h the )ornin, announ e)ents# . thin0 that ha/in, (i/e di((erent 0inds o( &ords o( the &ee0 )ay "e a little too )u h (or the students# . thin0 that it see)s as i( these &ords are in a &ay "ein, 'ushed u'on the)# 4CCS dis'lays itsel( in a &ay that students )ay inter'ret di((erently (ro) "oth 'arents and o))unity )e)"ers# !arents and o))unity )e)"ers )ay a,ree &ith the &ay 4CCS dis'lays itsel( in that it a''ears to 'ro)ote the ?ri,ht tra 0#@ ;y the ?ri,ht tra 0,@ . )ean the stereoty'e that )ost 'eo'le e7'e t hi,h s hool students to (ul(ill# 3his tra 0 in ludes olle,e, &hi h is ad/ertised in the hall&ay at 4CCS# . thin0 that Mr# %a))el ser/es as a /alua"le tool to 4CCS in that he is a tea her &ho o((ers 'ositi/e ad/i e and olle,e reality to students &ho are truly interested in attendin, o( their o&n (ree &ill# . thin0 that "oth 'arents and students &ould /ie& Mr# %a))el in a 'ositi/e li,ht (or the in(or)ation he has to o((er# For students, . thin0 that the 'osters, "ulletin "oards, and dis'lay ases ould inti)idate the), en oura,e the), or e/en e)"arrass the)# 3hey ould "e en oura,ed "y these (re=uent 'ositi/e )essa,es "y as'irin, to rea h these ,oals, they ould "e inti)idated into thin0in, that they aren2t ,ood enou,h, or the students &ho ha/e their 'i tures on the &all ould "e e)"arrassed "e ause o( &hat other 'eo'le )i,ht thin0 and say a"out these 'i tures# 6/erall . thin0 that these dis'lays are tryin, to 'ro)ote 'ositi/e li(estyles, "ein, a ti/e in s'orts, and ,ood ,rade a hie/e)ent, alon, &ith in/ol/e)ent &ith the o))unity# . thin0 that these /alues are &orthy o( 'ro)otin,, "ut not all students an "e e7'e ted to rea h e/ery one o( these ,oals, &hi h is so)ethin, that . thin0 4CCS also understands# 3hey )a0e this understandin, /isi"le to the students, 'arents, and o))unity "y o((erin, tri's to CA83EC% (or the students &ho are interested# .n re,ards to the s&i) ,y), tea hin, (ro) land &hile your students are in the &ater see)s es'e ially hallen,in, "e ause )ore dan,er and distra tions are in/ol/ed# . thou,ht that the lass in the s&i) ,y) 'ro/ed ho& ada'ti/e tea hin, strate,ies really an

"e# +hen dis ussin, the (e)ales &earin, "i0inis in s&i) lass on +ednesday )ornin,, Mr# ;eatha) )entioned that it )ay ha/e so)ethin, to do &ith their youn, )ale tea her# . had 're/iously noti ed that they &ere &earin, "i0inis and . thou,ht that it &as stran,e, "ut . really didn2t )a0e the onne tion until Mr# ;eatha) )entioned that# . thin0 'art o( the reason that . didn2t noti e &as "e ause o( the "ody ons iousness that . sa& the (e)ale students e7hi"itin,# < ordin, to )y notes, sel(8estee) is said to "e o)e )ore sta"le as the students ad/an e throu,h their hi,h s hool years ontrary to 'o'ular "elie(# Students &ho are "ody ons ious in tenth ,rade ould 'otentially "e less "ody ons ious in ele/enth ,rade# . thin0 the understandin, o( 'u"erty ould hel' to e7'lain &hy the tenth ,rade "oy has (ull (a ial hair &hile none o( his )ale 'eers ha/e any# !u"erty ha''ens at (aster and slo&er rates de'endin, on the adoles ent, and it is nor)al (or so)e adoles ents to 'hysi ally )ature "e(ore others# < nu)"er o( di((erent (a tors ould in(luen e this 'ro ess o( 'u"erty# Implications .( there are (i/e di((erent 0inds o( &ords or ter)s o( the &ee0 "ein, s'o0en on the announ e)ents e/eryday &here . a) tea hin,, li0e there are at 4CCS, . &ill su,,est that instead o( sayin, the) all e/ery day that instead only one o( the) is said 'er )ornin,# . &ould also /olunteer to "e in har,e o( a daily "ulletin "oard &ith the &ord o( the day on it in "i,, "old letters &ith its de(inition and so)e e7a)'les# . &ould )a0e this su,,estion to "rea0 u' the )onotony o( the )ornin, announ e)ents and to )a0e the students )ore interested in listenin,# . &ould )a0e the "ulletin "e ause . thin0 that it is i)'ortant (or students to "e e7'osed to &ords that they ould use in e/ery day li(e to "etter the)sel/es and their /o a"ulary# . &ill 0ee' in )ind that de/elo'in, adoles ents tend to (lirt &ith tea hers o( the o''osite se7 and not "e au,ht too o(( ,uard i( it e/er ha''ens to )e or one )y o8&or0ers, and handle it "y not a 0no&led,in, it and ,i/in, the situation the attention that in so)e &ays that adoles ent ould "e as0in, (or# . 0no& that &hen . ha/e an En,lish lassroo) o( )y o&n that .2) ,oin, to "orro& Mr# %a))el2s rule ?46 !U3 D6+4S@ and )a0e that )y o&n and only lassroo) rule as &ell# . &ould )a0e this )y only rule as lon, as . &as tea hin, ,rades nine throu,h t&el/e# .( .2) tea hin, in a )iddle s hool lassroo), . )ay ha/e a (e& )ore rules in ludin, "e res'e t(ul, and don2t "e a(raid to as0 =uestions# . also reali9e that so)e students de/elo' (aster than others and that )ost adoles ents are ons ious o( their "odies, es'e ially (e)ales# Sin e . reali9e this . &ill "e a"le to )a0e sure to not )a0e the) (eel un o)(orta"le "y not 'oint out any sudden di((eren es in their hei,ht (or e7a)'le# . &ill also use )y ?46 !U3 D6+4S@ rule to )a0e sure that students don2t )a0e ea h other (eel un o)(orta"le#