RFE 3: Fuller

This semester I'm interning in Fuller Elementary, a magnet school just outside of downtown Raleigh. The first day I walked through the halls I was put at ease by how friendly everyone was, and I was glad to be greeted with smiles and waves on my way to the class. The school itself is a welcoming place with student projects plastering the colorful walls. It definitely fits its role as a superior place of learning, and the community sets itself up for success each day. During the morning announcements you'll usually hear the principal reminding the students of the "Fuller Four": be responsible, respectful, safe, and productive. All the students are aware of these admonitions, and it shows! It's a safe and unique place of learning.

It's interesting to see how the classroom community plays out in my school because my teacher is really responsible for two classrooms of students each day. My teacher handles math and science while the teacher next door is in charge of language arts and social studies. However, my teacher does refer to the students he has at the start of the day as his "homeroom." I think this is the biggest evidence of classroom community I saw. His homeroom is a very diverse group of learners. He has students at every achievement level, students from many racial and ethnic backgrounds, and students that could be set apart from the others in a different setting. Everyone seems very at ease though, and it's heartwarming to see how he has the same open attitude towards all of his students. I really enjoyed watching my teacher lead his homeroom through a Time Kids magazine. They ended up discussing Barack Obama's recent inauguration, and the conversation the students had was great to listen in on. The students discussed how racial issues have changed since Martin Luther King's time, and it really seemed like they weren't afraid to talk openly about the issue of race. From an observer's perspective I would say the students felt comfortable enough with each other to talk about the issue of race which could have been taboo in a class this diverse. My teacher seems to build repoire with his students by being genuinely interested in what goes on in their lives. He knows the names of some students' siblings, and he even knows his students' favorite sports teams! It was funny to see him joke with a young boy after a big rivalry basketball game. He is very down to earth with his students, and this results in a comfortable and respectful classroom. I would say this is an important aspect of his interactions with the students that aren't from his homeroom that come to him for math and science instruction. I would have thought it would be hard to build a community with a classroom that's in constant flux, but his friendly and respectful attitude results in a classroom that is always under control. Other little things he does that I took note of include greeting his students at the door each morning and getting the kids excited about sports during recess. I noticed that some teachers are very distant during recess, but my teacher stands by and watched the boys play football. He even stepped in as quarterback when they asked. That extra bit of effort seems like an important part of his teaching style. His students look up to him in the classroom, but they know he is a friendly person they can be real with as well.

The most unique thing about Fuller is the fact that students aren't tied down to their homeroom. They switch classes, go on fieldtrips, and every day they have the opportunity to visit an elective they choose. Each student isn't just a member of their classroom community, they're a part of the school community as a whole. Many teachers and faculty members know different students by name, and this results in a great learning community! I would love to work at a school that gives elective opportunities and that utilizes block schedules. I'm very impressed with the way Fuller works.

I really like what Nichole said about her school because I grew up in a school with a small community and I know that I made many long lasting friendships with not only my classmates, but also with my teachers and administrators. In her paper she mentioned that the classes are her school are smaller based and she can see the community being built everyday! Even thought I agree with her I don't think that the only way to have a good and close community is through small classes or schools, even though I do think it helps to have a smaller class. This goes along with college classes because many times when you are in a lecture hall typically you don't form a close relationship with your teacher like you do when you are in a class of about thirty students or so!

Response to Kat

I am also at Fuller with Kat and I like the school and feel like it has a good sense of school community, however all the switching of classes is not really to my liking either. I think the concept of a magnet school is very interesting and will benefit many of the students at Fuller. However, when I become a teacher I want to have my own classroom with my same students most of the day. I feel like at Fuller you are teaching so many different children it is hard to become well connected with your home room class. While my classroom does have a sense of community, I think if my SBTE had more time with her home room class there would be a higher level of classroom and school community. I am really glad that my partner school is Fuller Elementary this semester because it is an entirely new experience for me. However, I do not know if this would be the right school environment for me to teach in.

Classroom Community- Aversboro Elem.

This semester, I am an observing fifth grade faculty and their classrooms at Aversboro Elementary School. My SBTE, Mr. Berwanger is a fifth grade student teacher; however he only teaches the student math. The other two teachers he coincides with during the semester is the language arts teacher, Mrs. Sposato and the science and social studies teacher Mr. Mauro. Seeing that in this school the fifth grade students switch classes, there is a great sense of classroom community. All of the student’s know each other and are comfortable when it comes time to working together. In the afternoon, the students mingle within the other classes, for team time. During this time they practice language arts but even then I can tell that the students are very interactive with each other. The students are so engaged with the different topics and are on the tips of their chairs wanting to know.

Before seeing Aversboro for myself, I heard a lot of negative characteristics about the school. When I first walked into the hall way, I said to myself “These walls were beautiful and there was no way that they had ever been here.” Everywhere I looked the wall was a different color. The students meet us to the door and were gentleman and knew how to say please and thank you. At Aversboro, the faculty constantly reminds the students how to act while in public and what good little boys act or how ladies sit in a seat. As you walk down the halls or to the front office, everyone greets you with a smile and hello. Even though it’s a stranger their warm smile makes you feel as if you have known them forever. I haven’t had too many encounters thus far with the principal, but from what I have seen of him he seems to be very nice. On the other hand, even though he is the principal I he would be a little more outgoing when it comes to meeting people who are constantly in his classroom.

In all of the classes the students are readily participating and always wanting to share their ideas. I think this shows that the teachers have created a sense of classroom community seeing that everyone is comfortable enough to say and answer to the questions even though it made be wrong. I can remember being in elementary school and wanting to raise my hand and say they answer to specific questions but I was too scared. If my teachers would have created a more comfortable environment then maybe I would’ve gone to them to let them know exactly how I was feeling. Aversboro tries to instill in the students that they should always help each other and be respectful of their peers.

In the morning, Mr. Berwanger greets every child and talks to them and sees how their morning is going. He asks them if they need anything if they have eaten their breakfast. At this school they really try to take care of the students and make sure they have what they need before going home. The students really love that attention seeing that some don’t get the attention they need on a regular basis.

RFE#3- Nicole Stewart

I am currently completing my internship this semester at Underwood Elementary in Ms. Gartz’s fourth grade classroom. Located off of Glenwood Avenue in Raleigh, Underwood Elementary is a Gifted and Talented Magnet school. Underwood Elementary offers its students, of all grades, integrated learning activities including dance, drama, music, French, Spanish, Technology, journalism and others. Ms. Gartz’s class is small and it complied of twenty-two students. Underwood Elementary has a moderately small population as a whole, with approximately five hundred students attending. I feel that having small classroom population, and a small school enrollment, helps to make the sense of community to be more easily built.

Underwood Elementary recognizes that character is an important part of a person. From kindergarten to fifth grade, students enrolled are made aware of the importance of good character traits and their practice. The students are taught to do what is expected, and are made aware that everyone from the principal to teachers, faculty, and staff, expects nothing less than the best from everyone at all times. Students at Underwood Elementary know that their attitude contributes and affects the classroom and school communities. Whether a student is walking down the hall, quietly, with a hall pass, or eating their lunch maturely in the cafeteria, they clearly demonstrate their knowledge of what is expected of them.

By having the students participate in the electives, with grades third through fifth being intertwined, a stronger sense of community is further established. Students are able to form relationships with one another, despite being in different grades. Ms. Gartz is in charge of the Unicorn Times, which is the Underwood Elementary School newspaper. The school mascot is the Unicorn, and can be seen throughout the school. It is common to see at least one student daily wearing the Underwood Elementary t-shirt that has the mascot on it. The students also have folders to keep their work in that has the school logo and unicorn mascot on the front cover. The television also hosts ‘Unicorn’ announcements throughout the day. The mascot is very important to the students, and is a great way for the school as a whole to embrace the sense of community. The announcements vary from the lunch menu to birthday and late buses to schedule changes. The school further creates a community by assigning faculty to greet every student as they enter the school each morning. I have also watched the principle also walks around throughout the day and greets each student she encounters personally.

The sense of a community is further spread upon entering Ms. Gartz’s classroom. As each student enters her classroom in the morning, Ms Gartz greets the child by name. The students then place their backpack and other belongings in their cubby and begin their daily routine. The students then go to their desk and complete morning work. The school bell rings and the students stand behind their desk and say the Pledge with Ms. Gartz then do stretches, deep breathing and share any interesting news with the class. Ms. Gartz told my partner and I that she read studies and reports on how deep breathing helps children to transition from home life to their school career, as well as help oxygen get to the brain to make students feel more relaxed and adapt to learning subjects being presented to them. Throughout the day, Ms. Gartz has her students to work together in groups, and pairs students who typically do not work with one another together. When I observed her class on Tuesday, she publicly told her students that she wanted them to be sure to work with someone new when they played their math game to better their classroom community.

The benefits that are encompassed when the sense of community is established, extends from a teacher and her classroom to the school as a whole and the surrounding community, itself. Classroom communities help students to improve academic and social skills that will impact them throughout their life. As a future teacher, I am expected to teach students so that the can learn and it is my responsibility to create a classroom community that invites students to learn and feel nurtured.

RFE #3

This semester, my partnership school is Fuller Elementary. Fuller is magnet school and this is a concept I am not use to. The school is set in an area of downtown Raleigh that I would not put a school of such high integrity and ability. The individuals who make up the school are vastly different as well; differences include socio economic statuses, race, and culture. After coming from Briarcliff Elementary, I immediately received a culture shock. Some students drive from over an hour away just to attend the school. School community is shown through and through despite the differences. All are cordial to one another and try to help each other wherever they can. There is also a motto that the school exemplifies that supports school community, the Fuller Four: respect, responsibility, productivity, and safety. Whenever there is guest in the school, the students impress them with modeling these behaviors. It seems that Fuller not only wants student’s character to grow, but also their confidence and academic abilities. The walls are beaming with students artwork and classroom work. Most pieces are complimented frequently on and they are beautiful. It is great to see that a school backs their students as well as Fuller does. The entire staff and faculty support learning and a community environment as well by have welcoming smiles on their faces and are able to always lend a helping hand. The principal models all behaviors as well. He gives the morning announcements every morning and encourages students to give their all and to be kind.

This semester I am in a fifth grade classroom. It is much different from the Kindergarten class I observed last semester. My teacher Ms. Tucker is one who is on top of all her students and plays an active role in students learning. She is a teacher who truly cares for her students and also encourages them further to do their best. Managing her classroom is a breeze because she has set up the proper expectations long ago. Her students are polite and respectful. Her classroom is not set up to my liking, but it works for her and the students. She teaches math and science, and is the only certified AG teacher in the fifth grade. She is able to give work that fits all learning levels and makes differentiating seem easy than it is. The students always seem to be calm and organize and I think that this is largely due to her classroom management skills. She greets everyone with a hello and a how are you today when they enter the classroom. She has a schedule posted and if they are any changes within the day she has that visible as well.

At Fuller, there is a lot of switching classes within the fifth grade too much for my liking. I find it hard to keep up with kids and if they are absent of not. Some of the children even travel to Ligon Middle School to take level appropriate math classes. The two fifth grade math teachers are constantly trying to modify their teaching to make math more fun and enjoyable in order to keep motivation high and promote engagement. They have weekly meeting to discuss blue diamond testing and what they can do or say to the students to score better. Overall, I think that there is an incredible sense of school and classroom community at Fuller Elementary School. I am glad to be a part of such a strong school .Hopefully, I can use some of the ideas I have gathered in my own Elementary school.

RFE #3

RFE# 3: Classroom Community

During my time at my partnership school, Aversboro Elementary, I have seen all the signs of a caring and close nit community. The school has student safety patrol officers to greet you first thing in the morning when you arrive. The hallways are filled with student’s art work, banners and posters that have the schools mission and mascot on them. The school’s faculty and staff all greeted me with warm smiles and offered me help to show me where to go. I think that the school shows a since of community by starting each morning off with the principal greeting the school over the intercom and leading the school in the pledge of allegiance. The school is very diverse and the library displays books that have all different nationalities and ethnicities on the cover to express the schools openness and acceptance of all students from various backgrounds. The hallways are very quiet and the students respect other classrooms that are in session when they travel the hallways to different destinations. This shows that the students know the type of behavior that is expected of them and they show it outside of their class rooms. I had the opportunity to observe the students from all three of the fifth grade classrooms as they practiced for a school concert. I was told that students from all the different grade levels would participate in this concert and that parents would be coming to see their performances. I think that this creates a since of community by bringing the different grades together and allowing them to work together to put on this great production. The principal is always in the hallway and visible. I have seen him come into the classroom on several different occasions and walk around in the class and talk to students and just give students a pat on the back. I think that he really makes the school welcoming and makes the students feel like they can approach him and talk to him. He addressed some students by their name which made me feel like he cares about knowing his students on a one-on-one basis. Aversboro is a small school, but it shows that it has a big heart through the big smiles and warm hugs the students give when you get to know them.
In my SBTE’s , Mr. Mauro, fifth grade classroom the students start their day of by coming in and having soft classical music playing in the back ground and their morning work posted on the over head and instructions. Mr. Mauro greets his class and asks what the students want for lunch and briefs them of what their day will consist of. The class has a box where they can write down their personal issues and Mr. Mauro will address them with the student individually. The class also has class pet gerbils named, Thing 1 and Thing 2. They make the class feel more homely and give the class a firsthand experience with nature. I like how the teacher teaches his Social Studies lessons. He presents the information to the students as a story and discussion. He allows the students to give their ideas and opinions on the material they are covering. He tries to make it relate to the students and he connects the material to students who may have personal experiences with the topic. When the class goes to specials they have the opportunity to earn stickers that show what kind of behavior they have displayed. I think that this shows how the school and classroom work together to manage behavior issues. Students are held accountable for their behavior in their homerooms as well as in other special classrooms such as chorus, and art. The students also write down their own misbehavior in a behavior log when they are caught misbehaving. I think that this causes the students to own their bad behavior and gives them the chance to correct their behavior. It is encouraging independence and responsibility. Mr. Mauro along with his team members all incorporates group work and conversation amongst the students, which promotes community and cooperation between the students. The students work together to solve problems, begin their writing process, and share their ideas. The teachers encourage this and work well together and set the perfect example.
I think that Aversboro Elementary and Mr. Mauro’s fifth grade class does an exceptional job at creating a sense of community within the school. I enjoy visiting this school and working with my SBTE, he is a really laid back individual and is so welcoming. This schools environment is pouring with the sense of togetherness.

RFE 3-Amanda Jones

My school works really hard to create a sense of community and such within the classroom and school. When you walk into Aversboro, you are greeted by the car monitors, outside directing cars and students where to go. Once you enter the school, there are brightly colored walls, colorful tiles on the floor to direct which areas on which to walk, and posters and artwork lining your way down the hallways. I think it’s really neat that all the teachers make a point to decorate the area outside of their classrooms so there is constantly changing displays throughout the school. Once you reach the second floor, where the 5th grade is located, the décor changes somewhat, with more writing incorporated on the outside. One of the things I noticed that I really like about Aversboro is that every main corner and bathroom there is a white piece of paper matted on a yellow sheet of cardstock. The paper states all the teachers that are first aid and CPR certified within the school and what room they are in. I think that this is a great idea, and one that I have never noticed in another school before. I think this builds a great sense of community because it builds a sense of safety.
Our principal steps in almost every time we visit the classroom. I have seen him appear in all three teachers classrooms that I observe, and he is always there with a smile and a PDA. He takes “5-minute observations” on the teachers and records them for further discussion. I think this is neat because it shows how easily he fits in with the students, and having an incorporated principal is a very important thing.
Our teachers make it a very open and welcoming atmosphere at Aversboro. They incorporate their own style into their individual classrooms and when they are together, it shows how comfortable they are with one another. Together, they make up the three typical stereotypes of a teacher, but they work so well that it’s hardly noticeable. My teacher has a very colorful and decorated classroom, with the class rules posted where all can see them. Her desk is covered in artwork, pictures, and papers. She leaves her door open so that others may drop in and say hello, she can pop out to ask the other teachers questions, and to be more open to the school community as a whole. I think the school and our teachers all together do a great job of incorporating and creating a sense of classroom and school community.

Response to Latoria

I thought it was interesting to hear about the principal at your school coming to the classroom everyday. The principal at Fuller Elementary has never come into my SBTE's classroom when I have been there. I have seen him walk down the hall a few times and he has never spoken to me or really looked at me. I think that would create a sense of classroom and school community if the principal came into the classrooms and observed how the students were interacting and learning. I know that when I was in school I would always want the principal to know my name and who I was. I think if the principal is friendly and warm to the students then they will feel more welcome and comfortable at school. I think it is very weird that the principal has been to your classroom almost everytime you have been there and he still has not introduced himself. That makes the school seem to have less of a sense of school community.

Bailey's Reflection 3

This semester my partnership school is Fuller Elementary. Fuller is completely different from any school I have ever been to. Since Fuller has the magnet program it is full of all different races, socioeconomic statuses, and different cultures. There is not just one particular group of students at Fuller. Everyone at Fuller is treated equally and they have a good sense of school community. I have noticed just walking down the halls that all the students are good friends no matter what race or culture they are. I think this shows school community. There is a system of goals that the entire school is required to follow called the Fuller Four. The Fuller Four consists of four goals which are respect, responsibility, productivity, and safety. The students are supposed to embody these characteristics and represent Fuller in that way. Since Fuller uses positive reinforcements, teachers and supervisors can reward students and classrooms for good performance of the goals. The classrooms are rewarded by getting eggs that are given to classes that show good performance and represent Fuller well outside their specific classroom. While the students of Fuller show a lot of school community, I think the school itself shows community as well. When you walk into the school the halls are all different colors and there is artwork everywhere. It is a very welcoming and friendly learning environment. The faculty and students make you feel very welcome and show how important their sense of school community really is.
This semester I am in a third grade classroom at Fuller. My teacher is a young woman, Ms. Waite, who seems to really connect with her class. While I do not think her classroom is very inviting she has a warm and friendly personality which makes the community in her classroom evident. She reminds me of a “warm demander”. She cares a lot about all of her students but they know the rules and they follow the rules. She has a set routine that they follow and she sticks to it. By sticking to her schedule it helps the students learn organizational skills and keeps them on task throughout the day. The students in her classroom do not need much instruction from her on what to do. They are familiar with the schedule and they just know to go from one thing to the next. I am assuming at the beginning of the year she really expressed the importance of a routine and has taught them good time management skills. All the students in her classroom are treated with the same respect and loyalty. By treating everyone fairly I think Ms. Waite creates a great sense of community in her classroom. I can tell that my SBTE tries to get to know her students and make them feel like she cares for them. However, she still keeps her relationship with them more at a teacher level which I think is good. Another thing that I have noticed in the third grade at Fuller is that all of the teachers are very close. The four teachers in the third grade all get along and appear to be having a lot of fun. I think by showing that they love their job creates a lot of community in the classroom. Since my SBTE shows respect and gains respect from her students and from her colleagues, I think there is an evident sense of school and classroom community at Fuller Elementary.

Response to Margaret

I agree with what she said about how important it is to create a good school and classroom community.  She also stated that it is something that both teachers and students have to work at together to accomplish, but with a little help and effort it is not a hard thing to do.  Also, I saw that she said her teacher will sometimes greet the students with a hello or good morning which I really like! My teacher a Fuller always stands at the door as the students are coming in and gives high fives, smiles, etc, and I think that by doing this it is a great start to building community!

Reflection 3 Jalane

Reflection 3 Classroom Community

Building classroom community is more than just putting a few posters up here and there for decoration, it is something much more important.  At Fuller Elementary I have seen many factors that are a large part of their school and classroom community.  Having classroom community means creating an environment that gives students the feeling of belonging and safety.  Creating this environment is important because it allows students to engage their minds in learning and focusing on what you as a teacher are trying to express to them. From the first day that I entered Fuller I have felt like I belonged in the school, even when nobody knew who I was.  As I walked down the halls the first day one thing that really caught my eye was all the colors the schools had.  All the walls are painted with different colors, which I think is a great way to start building community.  As children walk down the halls like I did for the first time it is important that they feel safe and welcomed as well so they will have a better learning experience.  Another thing I noticed about the halls of Fuller was they are covered with student’s schoolwork.  Outside of every classroom the teachers have hung up work the students have completed so that parents, visitors, teachers, etc can see them.  This is a great way to create both classroom and school community because it its bringing what the students do in the classroom and sharing it with the rest of the school, therefore creating a connected community.  One thing that I noticed about Mr. Truemans individual classroom is that although it is not decorated as much as I would like it to be, he has done a great job building a warm, and welcoming environment for his students.  Ever since I stepped foot in his classroom I can tell that he cares about his students and wants them to have the best environment to learn in and that is why he has made such a great learning community for them.  Each day students walk in with smiles on their faces, giving high fives to each other and yelling “whats up Mr. T”.  This to me is so great to see because it is obvious that the students really trust him and have bonded with him because of the environment he has set up for them.  Being in Mr. Truemans classroom to me is the definition of classroom community.  It is warm and welcoming to all students not just his classroom.  Since being at Fuller I have seen students from upper grades, students from down the hall, etc. just stop in to say hey and see what is going on, which shows that he has not only opened his classroom up to his students but he has made it welcoming for all students at Fuller, therefore again connecting classroom community to the overall school community!  Before coming to Fuller elementary I had never seen block scheduling, which is where one teacher works with their “partner” teacher for subjects such as math, science, social studies and language arts.   My teacher teaches his class and the class next-door math and science while his partner teacher teaches the other subjects.  With all of this said I think that the block scheduling helps create a better school community because it connects teachers and students with not only their own classroom, but also with other classes.  Overall, I really like the community that Fuller has built for its students, teachers, visitors, etc. and I look forward to creating a welcoming classroom like they have.

Margaret's Reflection Three

This semester I have learned so much about the importance of creating a sense of community in the classroom. Although it may seem so, creating a positive and welcoming classroom is not the easiest to establish and can only happen with effort from both students and teacher. Listening to past and present teachers’ experiences it is so nice to hear how he or she established a sense of community within the classroom. A sense of community in the classroom can be created by involving students in a morning meeting or having a classroom meeting to discuss and ideas or concerns students may have. There are many different ways to do so and it is important to find the right fit for both teacher and students.

In the classroom I am in this semester I do not get a huge sense of community in the classroom, but there is some. Although I am surprised my SBTE does not greet the students as they walk into the classroom in the morning, once the tardy bell rings at 9:15 he will generally say “Good morning” to the class as well as say the Pledge of Allegiance with them before they head to electives. There is not a class carpet, which also surprises me. It may be because he thinks upper grade students are too old for a carpet, but, I love the idea of morning meetings and gathering the class together at the beginning of the day. I think morning meetings are great transitions for students coming from home or bus to the classroom, getting ready to take on the day.

My SBTE does talk with his class several times throughout the day if something needs to be addressed. If he thinks they need reminder of something, whether it is behavior or turning in fieldtrip forms, he will randomly let them know throughout the day. In my opinion I think these topics should be talked about during either a morning meeting or some sort of closing meeting at the end of the school day. By bringing the whole class together at one time and discussing new/events/reminders the students may be able to remember more easily what is discussed. One thing I really like in the classroom that my SBTE does is he talks to his students like adults. I think that is a great way to create a positive community classroom. He never talks down to them and always encourages them to do their best and reminds them how important their education is. I really like how he treats his students.

My partnership school does a nice job creating a school-wide community. All of the teachers are very kind and welcoming, they always say “hello” and “good morning” while walking down the hall. It is nice to be in a school where everyone is so friendly! I have also had the opportunity to sit in during elective courses throughout the school, which is really neat. I have been able to see how other teachers structure their electives and I quite enjoy it. One teacher in particular I observed three different times was the dance teacher. She is great to watch, she always treats the students with respect. She also has them gather as a group to watch each other perform and give compliments about their performance(s). I also really like the way she compliments her students, many times she will say, “(Student’s name), I really like how you did this…” or “Great job (student’s name)! Can you show the class your great idea?” She does a great job bringing the class together and encouraging them.

I have been fortunate to see several senses of both classroom and school communities at Underwood Elementary. Although there are some things I may do differently within the classroom to really create that sense of community, I still observe it when I am there. Learning and experiencing a sense of community in the school and classroom is so important and I have been able to pick up on some great ideas to create a sense of community in my future classroom.

Response to Anna

It seems like your school is really like my school. At Aversboro the hallway walls are very colorful and warm. Your SBTE teacher seems like she would be a great teacher to work under, seeing as she has a motherly relationship with her students. She seem like she has created and maintained meaningful relationships with her students. It is always great to have the type of relationship with your students where they respect you, love you and know that you expect the best from them. I am glad that you like your school and your SBTE is a great teacher.

Reflective Field Experience #3- Latoria Felder

Latoria Felder
March 11, 2009
ELM 370
Reflective Field Experience #3

I am at Aversboro Elementary school in Mr. Berwanger’s fifth grade classroom. At the start of the day when you first arrive at the school there are students as safety patrol officers standing in front of the school, there is also an adult patrolling with the students. Whenever you walk by the teacher or students they are always willing and ready to say “good morning” or “hello”. The student safety patrol officers are helping other students out of their parent’s car and greeting them with a smile. When you continue on into the school there are many different spots in the hallway where teachers stand and greet students and staff members. The very first day at Aversboro I was a little uneasy because I had never been to that school before and I was going to be in a fifth grade classroom; however, after coming into the school and feeling the welcoming spirits the teachers gave off I no longer felt uneasy. The teachers that greet you are very nice and lively even though it is 8 am in the morning. There has never been a day that I have walked into Aversboro and not been greeted by at least three teachers. This sense of warmth is extremely important when it comes to students because you never know what type of night that student has had. When the teachers are all waiting for the students to enter the school building and are ready to greet them that makes the students feel welcomed and like they belong. Many times I hear the greeters (teachers) call students by their name even if they are not their student, so this definitely creates a community within the school.

Once you arrive at Mr. Berwangers classroom many times he is standing somewhere close to the door greeting the students by name with a friendly “good morning” or “hey (student name)”. The classroom is organized so the students know what to do when they get to class in the morning. So there is no confusion. Having an organized classroom is very important because this also creates a sense of community, when students know what to do and where things are in the class they feel “at home”. My SBTE is a male teacher, so he seems to have a very different relationship with the students. Many of the students in the fifth grade like him because he is very honest and down to earth. Some of the students from the other classes come to him every morning and give him a hug and say “Hey Mr. B”. The students in his class seem to really care about what he thinks and how he feels about things. Mr. Berwanger allows the students to communicate their thoughts with him, and he expresses to his students that he cares about them. So he expects nothing less than the best from them. Mr. Berwanger welcomes his students into the classroom, so I believe this rubs off on his students. Whenever my partner and I are not in the classroom for a long period of time (a week) and we come back some of the students are so excited to see us, they say in a really excited voice “Hey Miss. Felder and Miss. Lewis”. Whenever we leave if the students are not too engaged in their class work they will ask us “are you leaving”, and this really puts a smile on my face to know that the students really care about me. The students and teachers really welcome you and make you feel like you belong there.

Another thing that I see happen in the school that creates a sense of community for the students is the principal comes into the classroom just about every day and walks around the classroom, just to observe the students or show his presence. The principal normally comes in during instructional time, so he never says anything to the students unless they are off task. However, one thing that I do not like about the principal is that he has never spoken to my partner or me. I still do not know the principal’s name and I see him just about everyday I am in the school. He really does not seem to be a very friendly person; however, I have not heard any bad things about him.

I think that the way my partnership school and SBTE teacher form a sense of community is really good. They make teachers and students feel welcomed from the time you enter the school until the time you leave the school. I think when I have my own classroom I will incorporate some of the things my SBTE does in his classroom to create a community in my classroom. My SBTE allows students to interact with each other and he treats them as if they are young adults. He does not talk down to the students or demean their intelligence. I believe Aversboro School is a warm and welcoming place to work being an outsider looking in.

RFE 3

Kayla Cline
ELM 375
3/11/09

Reflection 3
As soon as you walk into the breezeway at the front of Aversboro School you are immediately greeted by the safety monitor. The friendliness and warmth continues as you walk down the hallways at the school. The teachers are always waving and saying hello as I walked down the hall even though they may not know who I am. During the first day at Aversboro I was greeted by a teacher in the hallway and she was so kind and she began to joke around with me. Now every time I see her we always speak and joke which really helps when it is early in the morning and helps to start the day off great. As you walk into Mrs. Jenness’s classroom you are immediately greeted with “hello’s” and sometimes hugs from the students (which really surprised me since I thought 3rd graders would not care as much about Taylor and I since they did not know us very well). Mrs. Jenness is a very bright and bubbly person. She always wants to know how you are doing and what she can help us with. As the students are coming into the classroom Mrs. Jenness greets each student by name. Although Mrs. Jenness is not one of those teachers who calls her students sweetie she does have great relationships with all of her students. They talk to each other as equals and as friends. The students and Mrs. Jenness respect each other and it really creates a warm classroom environment where the students feel comfortable and are able to come to Mrs. Jenness with any problem. It was really exciting to see during our full week of school when the students who had good behavior throughout the past week got to eat lunch in the classroom with Mrs. Jenness. Mrs. Jenness did not look at it as a burden that she was losing her lunch time alone to get work done or to just relax. She really enjoyed talking to the students and was genuinely interested in what they had to say. I think that this really makes a difference in her classroom community. The students really feel comfortable and respect Mrs. Jenness because she respects them. There are very little to no behavioral issues in her class and I think the way she treats her students is the reason why her students are so well behaved. They really care about what Mrs. Jenness thinks. This is like the article about warm demander. Mrs. Jenness expects a lot from her students and she does have to discipline them when necessary but in return they really care about what she thinks and they rarely behave badly. Mrs. Jenness also draws names for classroom jobs and every week the students are assigned jobs within the classroom for the whole week. These jobs give the students a feeling of responsibility and connection to the classroom, truly making the class feel like a community.
The warmth in Mrs. Jenness classroom does not stop after you leave her room, the three other third grade teachers are the nicest people that I have ever encountered at a school. They allowed us into their grade level meetings and were so nice and really explain everything that they were discussing. They treated Taylor and I as equals and that really meant a lot to me. All of the teachers on the third grade level communicate and work great together. The community at Aversboro is so warm and inviting in the classroom, grade level, and throughout the whole school. The only problem that I have seen that does not go along with the school community feeling is that the principal has not once introduced himself to me or anyone from our cohort for that matter. I do not receive the same warm greeting from the principal as I do from all of the other teachers that I have encountered in the school.

Response to Brandy

I like your SBTE’s morning meeting style where the students greet each other in other languages or silly voices and share comments about what is going on in their lives. I think that morning meetings should be fun and introduce new ideas, such as languages, to students. You mentioned how your teacher always greets students with a smile which is something I feel is important to do first thing during the day. It lets every student know that it’s a new day with a clean slate and that the teacher really cares about them and wants to build a relationship with them. A smile can mean a lot to a child who is having a bad morning or may not have the best home life. What a great way to start the day off! I also like the amount of parent involvement you mentioned in the school community. I think it is important for the parents to be involved in the student’s school life. I agree with you that parent involvement helps students feel like their home life and school can be related which definitely builds a sense of classroom and school community.

Response to Amanda H.

I love your SBTE’s issue box concept. I think that is a great way to build a relationship with students and show them that you care about what is going out in their lives inside and outside of school. The one on one conversations probably mean a lot to the students and show that the teacher is really willing to go the extra mile to provide community in the classroom. I also like how you talked about the teacher’s use of the Vietnamese student’s culture as a discussion topic. That is a great way to introduce students and make them feel welcome and accepted along with giving them a chance to talk to the students about a cultural difference that may not have otherwise been discussed. Sounds like a great classroom to work with!

Anna Hipps Reflection 3

Fuller Elementary is a very interesting school however it does feel very warm and inviting when you walk in the door. The hallways are colorful and full of artwork which makes things seem cheerful in my opinion. I have also noticed that the staff is very friendly and willing to help which makes things a lot easier. Fuller also feels like a very safe school to me which is important when trying to build community as well. Students will be able to learn more if they feel safe in the environment they are in.
My teacher’s name is Ms. Guilliams and I’m very impressed with her classroom. She’s a very good teacher who is very motherly toward her students. She lets her students know that she cares about them and treats them like they are one of her own children which I think helps build classroom community. At the beginning of the school day instead of assigning her students Morning Work Ms. Guilliams lets them socialize with each other. The students can play on the computer, read a book, play games, or quietly talk to each other. In my opinion this is a great way to build classroom community because the students get time to socialize with each other, which I think is important. Routine is also important when building community. Being at a magnet school these students often do not have a set day to day schedule, in fact most of the time they have to be very flexible. However I feel that the students know what is expected out of them. For instance these students know when they are working to work quietly. Also if they need something for instance a pencil they get up and get it without saying a word. Lastly, I feel that respect is also important when building community; if the students and teacher do not respect one another then learning will not happen in the classroom. In Ms. Guilliams class I feel that all the students respect one another. I also feel that all of the students respect Ms. Guilliams because they listen to what she says and do what she asks them to. I feel that my Partnership School does a excellent job of building community.

RFE 3-Kelly Reardon

I believe that my partnership school, Fuller Elementary, is one of the most diverse schools I have worked with. Because of the magnet program, all races, genders and socioeconomic statuses are represented without a particularly strong representation of any one group of students. Despite the large amount of diversity, Fuller Elementary creates a sense of school community where everyone is treated equally, is welcoming towards others and works together to be a successful working environment.
The school promotes their community with the Fuller Four, which are four adjectives chosen to describe the goals of the school. The Fuller Four include respect, responsibility, productivity and safety. These words can be seen in every classroom and are reminded everyday in the morning announcements. Teachers and students are rewarded using a school wide program where teachers or faculty give eggs to other classrooms demonstrating the Fuller four. The egg system promotes community by helping classes work together to get eggs from people outside of their classroom community. Another school wide program that creates community during and after school is Fuller family fun night. This program allows parents, teachers, administrators and students to come in and enjoy food, presentations, games and other events. I feel like this event is special to Fuller Elementary and is a great example of how elementary schools can extend the classroom and school communities to the families of students at the school. It not only allows students to socialize and hang out in a non-educational setting, but allows parents, teachers and administrators to meet, talk and share experiences that benefit the school community.
I work with a fifth grade classroom at Fuller. My SBTE has great routines and classroom organization that promote classroom community. At the beginning of the school day, students are given ten or fifteen minutes to socialize before specials or recess. This period is in place of a morning meeting, unless the morning meeting is necessary. Students are allowed to sit, talk and play games together. I like the idea of having a social period to get kids talking with and getting to know each other. In fifth grade, students are beginning to act more like teenagers and need some time to communicate with each other and develop deeper friendships. I hear the students talk about things that may not involve school such as their interests, weekends and hobbies. The teacher also creates community in the classroom by treating all of her students fairly and kindly. There are many times where I hear her call a student “honey” or “baby” in an endearing and fun way that makes the students understand that she cares about them and their success in school. The classroom also operates on a system that encourages the use of the Fuller four at all times. Students are held at high standards by my SBTE. They are expected to treat others the way they would want to be treated and be accepting of everyone in the classroom. My SBTE strives to talk with her students about their day or their weekend and get to know them on a more personal level. She is often involved in the morning social time, walking around and talking with various groups of students. Because of the teacher’s attitude and her relationship with the students, there is a good feeling of classroom community in her classroom that is obvious from any outsider’s view.

RFE #3

Fuller Elementary does a great job building a sense of community within the school. With a wide diversity of students, as Fuller contains, it is important to work hard to develop a sense of community and commonality among students and staff. Allowing students and educators to become comfortable with one another and share personal experiences will make for a more productive and dynamic classroom.
Once a month, Fuller offers “Fuller Family Fun Night” to all the students and their parents. This opportunity allows students to come participate in fun activities with their friends while their parents listen to speakers and teachers discuss various topics relating to the school and their children. Allowing students to interact with one another and participate in group activities increases their excitement for the event and for seeing their friends. The educators also participate in the activities with the students, giving the students the opportunity to see them as “people” and not just their teachers. Connecting in this way with students is one way for teachers to develop deeper, more meaningful relationships. The school also prepares a meal for the students and their parents to enjoy while at fun night. I believe parents appreciate this because it gives them a chance to enjoy time with their children, as well as speak to other parents and teachers. This is a great way for parents to make connections with other parents and teachers, creating a comfortable environment to chat about issues pertaining to their children.
Another opportunity students are given to build relationships with one another and their teachers is through “Fun Friday”. Students with good behavior, based on their teacher’s discretion, are allowed to choose an activity to participate in on Friday afternoon. These activities include football with the assistant principal, kickball and art with the art teacher. While Fun Friday encourages students to be on their best behavior, it also gives students the chance to interact with some of their teachers and principals in different ways than the customary way they view these school officials. Seeing an assistant principal on a football field is probably not commonplace for most elementary school students. Fuller students have the opportunity to see their school officials in a different, more personable light, developing a very unique bond between them.
Fuller has announcements each morning in which the principal calls out over the intercom. The principal most always gives the students a piece of advice to think about, such as a moral or character-building statement. Many times, he also reminds the students of the Fuller Four which are Respect, Safety, Responsibility and Productivity. These four nouns are posted in all of the classrooms and memorized by the students. These character traits are encouraged by the principals and teachers everyday; the students understand the importance of the Fuller Four and most of the time successfully abides by them.
My SBTE creates classroom community in several ways. Beginning each day, she allows the students to have a few minutes of socialization time. Because these students are fifth graders, many of them are interested in their peers and want to socialize when possible. Setting aside specific time for older students to socialize is important, as they want to learn and know about their classmates. During this time, the teacher stands at the door to greet each student as they come into the classroom. My SBTE is especially sharp when it comes to noticing differences in her students. She will mention if she notices the student got a new hair cut or is wearing a new shirt. She will also converse with students about what they did the night before or anything that may be interesting to them. This allows students to recognize that their teacher is mindful and perceptive, ultimately ensuring them that she cares about them.

Response to Tori

Tori, I like they way you mention how the students are comfortable in the classroom and trust the teacher. My classroom has the same demeanor about it and it definitely increases the community amongst the students and between the teacher and students. Trust is an important factor in any relationship and being in your comfort zone goes hand and hand with that. Know who you can go to with problems is important but also knowing who you can go to for praises and questions is just as important.

Response to Chelby

The blog would not let me make a comment so I had to do it this way. Chelby, I like how you talked about the welcoming manners you have experienced in you school. I did not mention this is my post and wish I would have now because the office staff at Aversboro is extremely welcoming. They have always been this way through out my entire time there. Each morning we sign in, they are always smiling, which in turn, makes me smile! This is a good sense of community in this form!

RFE 3-- Mindy Myers

My Partnership School and third grade classroom focus on developing community within the classroom and extending to the community which include its students, faculty, parents, and others in the community. This community is a group that supports one another in learning and other aspects of schooling. It is obvious that the school and my classroom strive for community because it is promoted daily throughout the halls and classrooms. From the announcements to the routines set by the teacher that support classroom community, this elementary school is indeed achieving classroom community.
My Partnership School provides many opportunities to build classroom community. I feel that this elementary school has set an expectation to achieve such community. I say this because I have heard the words ‘community’ flow from the principal’s voice on morning announcements. During this announcement the principal was encouraging students and their parents to attend parent’s night because he said that it would ‘build community’. Extending classroom community to parents is essential because parents often want to take part in their child’s schooling and this is a way to keep them up to date on their child’s education success and needs. I think that community built within schools has many benefits. For instance, the students feel safe. I believe that all students should view school as a safe place. This safe feeling will aide in the academic aspect of schooling because when students feel safe they are more comfortable and therefore, can be in mode to think about learning rather than their safety. With that said, the rules set by my Partnership School contribute to classroom community. Because rules are set to keep students safe and provide an atmosphere for learning, the school has an aroma of being a comfortable place in which the students are cared for and achieve. Another aspect in which this school has a sense of classroom community is its high expectations for achievement. This school rewards high achievers by giving students a fun pass for Friday. When students know that people are rooting for their success I believe that they feel supported, or better words feel as if they belong to a classroom community of support.
Aside from building school-wide classroom community my third grade classroom has a grasp on classroom community. My teacher emphasized the need for classroom community and made it a goal at the very beginning of the school year. A few of her tactics for building classroom community include holding morning meeting, being warm and receptive to her students, and establishing procedures for students to follow. During morning meeting the students greet one another and the teacher communicates the schedule and expectations for the day. The greeting involves all students, which is important for building classroom community because all students feel cared for and supported equally. When the teacher communicates the schedule and expectations during morning meeting the students know how to act and go through the day; this establishes comfort in students which contributes to a feeling of being in a classroom community. The teacher herself has a personality that is warm and caring. Once again the teacher is communicating that she cares for them and has expectations for academic achievement. All these things contribute to the overall community that is built into the classroom. Lastly, I have read a lot in class about setting procedures in the classroom. I have realized that my teacher has done a good job of this and, in effect has generated students that are non-disruptive and comfortable because they ‘know the drill’. When looking at all the tactics that my teacher uses to build classroom community I can tell that they work because the students seem comfortable, successful, trusting and respectful to one another. I have made a conclusion that it is important to start building classroom community on the very first day of school. The first days of school are stressful and getting over this obstacle will bring about trust in the classroom and result in a classroom community.

RFE 3- Jenna Gilreath

I am at Underwood Elementary in a 5th grade classroom. Being at this school which is a magnet has been a new and great opportunity. From the first day I walked into the school and all the time I have spent there I can tell that they have a great sense of community school wide. The receptionist at Underwood is very nice. Every time I walk in she greets me with a smile, and asks how I am doing. When I leave she will smile and say goodbye. I have sat in the waiting area there before and everyone who comes in and out she treats the same with a warm smile, and conversation. She seems to recognize a lot of the students that pass through. She is very helpful if you have a question. I have also met some other faculty members there that have been very friendly and helpful. While walking in the hall either to my classroom or to another place in the school the people I pass also smile and say hello. I have wondered if that is something they are required or highly encouraged to do. It is great to always smile and say hello, because it makes visitors like myself, and the parents and other people who may happen to be there feel comfortable and welcome. I love the librarian at Underwood. She is so flexible, and extremely knowledgeable. She will help with whatever she can. Since Underwood is a magnet school they have electives school wide. My teacher teaches an elective called Cinderella around the World. I can tell that the girls that are in this class love Cinderella and are actively engaged and learning. I have also seen some of the elective that the students in my class are taking, and there is something for everyone. I think that the electives create a great community for the school. Not only are the students and teachers interacting with the students and teachers from the whole school, but the students are excited about what they are learning. They got to choose their electives so they value their elective time, because it is what they are really interested in and want to know more about. My SBTE teacher has also created a great classroom community. It is obvious that she cares for the students, and she wants them to succeed. She talks to the students in the morning when they arrive. I have seen her pull many students aside to give them extra help, or to see what may be on their mind. She is great at making sure that everyone has a fair and equal amount of time to finish up work, and projects. She has presents herself in a way that the students feel comfortable to talk to her about things. The students are very comfortable in asking her how to do a problem correctly if they have missed it. She will try and multiple ways to explain the problem to them so that they will find a method that works for them. They know that she is their friend, but more importantly they respect her as their teacher. I think that the students all like each other, and are always willing to help their neighbor. My SBTE also has created classroom community in her elective class. I think that it is great to see that because I was there when this elective started. I thought that is may be hard or take awhile because they wouldn't be students that she would know. Because Underwood does electives that are school wide, my teacher already knew some of the students, and they got to know her and her policies. I hope that I can work at a school like Underwood that has established great community, and also in my own classroom establish a community with a welcoming environment for my students to learn and succeed.

Reflection #3- Amanda Harp

Classroom community should involve a type of atmosphere that relays to students that the environment is safe to be in and that learning is acceptable all throughout! When you first step into the halls of Aversboro Elementary you are greeted with an overwhelming amount of artwork by the students and everyone is so kind to greet you and ask if you need anything. Known as a small school, Aversboro has a diverse outlook on cultures and race. Seeing how the school acts as a community by working together in the lunchroom as well as at a school wide concert, this shows me that this school is one of the best at communicating that sense of togetherness. Community is definitely represented in this school and continues all throughout beginning with the amazing and respectful principles and caring teachers.
In my teacher’s 5th grade classroom there are many things in his classroom that exhibit a sense a community. The minute you step into Mr. Mauro’s room there is automatically a sense of peace and calmness. He always greets the students with a “Good Morning” to that individual and thus giving them a feeling of security. In the mornings he is always calm and has classical music playing in the background. This allows the students to come in from the daily grind of coming to school every morning and get straight to work in a quiet environment. It has been such a pleasure to see this work right before my eyes and the students seem to love this sense of relaxation when they first come in the door. As far as I can remember going into a classroom at the start of a day it is always hectic and loud, but for Mr. Mauro’s classroom it shows that not all classrooms will be noisy. The way the classroom is set up shows that each and every child is contributing to conversations all throughout the day. Gathered in groups each child is actively engaged in socializing but also quietly offering feedback to one another.
For Mr. Mauro he seems to be an independent teacher that allows the students to be in charge of their work and the class environment. I have noticed that when it comes to homework that he lets them take care of it and they know that they should put it in the respectable containers for each subject/teacher. (There are different teachers for the different subjects.) I really like this idea of making sure the students do this on their own because they get an idea of how to do things by themselves. If they forget to turn in their homework that day, then it’s their responsibility to make sure they put it in the respectable container each morning. Independence is priority in his classroom because he allows them to line up by themselves, sometimes go to restroom alone or do what they need to do inside the classroom. This shows a sense of classroom community because it not only shows the teacher that the students can do things on their own but also that they are building maturity and respect. Another thing I liked was during an observation of his lesson as he was talking about the Vietnam War. There is a girl in my class that is from Vietnam and he recognizes her and asks her to share her thoughts with how she liked her home place and if she could describe it to the class. I thought this was so neat to see that he was allowing other students to share their life or culture with the class and broaden their minds on how life is different all over the world. This shows me that Mr. Mauro cares for his students and he thrives to incorporate their lives and personality into his lessons and know more about them. Classroom community is essential in this aspect of getting to know each other and finding out more. Mr. Mauro does a fantastic job of creating a sense of community in the classroom because of his independence he creates for his students but also for including students’ lives into his teaching. He truly cares about his students and all the time I see him interacting with them about personal problems and issues they are facing. For example there is an “issue box” that students can put problems they have. He will read them and discuss them one-on-one with the student. It’s amazing to see this communication with a child and how a teacher and their student can be such good role models to them and give them the necessary advice. But like most teachers do on a day to day basis, there are always times for open discussion and group work for the students and science activities that bring them closer together through experiments and socializing.
Overall, Mr. Mauro and Aversboro Elementary show that community is something that should be shown all the time and that learning is a key part in providing an educational environment. You can plainly see by looking at the decorations on the walls of how great the student work is and how quiet and well behaved the students act. What I have seen with Mr. Mauro and Aversboro is that classroom community is an essential part to creating a good class as well as a good learning year.

Reflection #3-Maggie Fitzmaurice

Within Mr. Brown's class, I think he does a good job maintaining and continuously building a classroom community. As a male teacher, I think Mr. Brown is at a disadvantage because usually female teachers are more likely to give hugs, come out as the more "motherly role" and in today's society teachers are usually female. Mr. Brown, while he does not give out hugs and does not act "motherly" to his students, does know each child individually and really does care about his class. He knows the students who need that extra push, the students who need their alone time, and the students that need to sit in groups. He loves to pick and play jokes on the students, and is always telling riddles or has the students laughing when teaching. I think it is very important to have a teacher-student relationship in order to have a strong classroom community. Mr. Brown also has daily jobs that students participate in, which are posted on theboard. This makes the classroom feel more like a "working community" because everyone is participating to make the classroom work. Students' desks are grouped in three big groups and there is a lot of group work given out. This allows students to work together as a team and help each other out. All students know Mr. Brown's class rules and they also know the consequences. Mr. Brown rarely has to talk to a child one on one, rather he just asks them to "flip down", and they automatically stop what they are not suppose to be doing. The flip chart has 5 colors and students start in the middle and try to achieve the highest color each day. There are many rewards to ending up on the highest color several times, such as 20 minutes on the computer, which Mr. Brown makes public if a child receives a certificate for the computer, so others will strive for it also.

Within the partnership school, Underwood, all classrooms have the flip chart process. Any teacher can ask a student to flip up or down. This seems to be a working system, because the students rotate classrooms so much, and now each teacher has the same disciplinary system. Since many students switch classes throughout the day, the students are taught to walk on the right side of the hall, and there are certain stairways that are “up” stairways and “down” stairways, to keep order in the school traffic. The school is very neat and clean, with student artwork hanging all over the halls. The feel of the school is very homey and comfortable.

Reflection Three: Morgan Wigal

Walking through Underwood Elementary, you can definitely feel the vibe of a warm classroom and school community. This is due much in part to the teachers and administrators of the school. Upon walking through the halls at Underwood I always find myself being greeted and smiled at by fellow staff, teachers and students. Inside my fifth grade classroom, Mr. Rodriguez has done a good job himself at creating a sense of classroom community. The students have caught on to these actions and continue on a daily basis to create a sense of community throughout the classroom.

It’s very important for a teacher to create a sense of community among their classroom. I feel that students will learn and achieve more if they feel comfortable and welcome in their learning environment. Mr. Rodriguez continues to do this on a daily basis. From my experience in the classroom, every morning he greets each student with a simple “good morning” or “hello,” as they walk into the room. Such a simple jester can make students feel so much more welcome in a room. I would have liked to have been able to see how Mr. Rodriguez handled the beginning of the school year and starting out his tactics in creating classroom community. One thing that surprised me about Mr. Rodriguez’s class is that when the students line up to leave the classroom he has the girls line up first every time. They make two lines, boys and girls, and the girls always go first

down the hallway, first to the bathroom and first through the door. This is something that Mr. Rodriguez has instilled in his classroom and his students know that this is the routine. He wants to give the students morals and know that ladies are always first, and I have seen this play out many times through students, not just in lining up. His students are always saying “excuse me” and using polite terms to each other and others in the classroom. This has helped in creating classroom community because the students are not only learning polite manners but also using them with one another to make sure everyone is treated with respect.

Another aspect that I have noticed in the classroom that creates a sense of classroom community is the way in which homework collection and grading is done. Two students are in charge of collecting student’s homework and recording who has done theirs. They are also in charge of handing out graded homework to the class. Every week a new two students is assigned to the job. This not only gives these students a sense of responsibility but it also allows them to communicate with their classmates. Often times you will see students telling each other “good job” and things to this sort when turning in their homework, or when passing it back out. Encouraging words help many students to feel better about themselves, especially when coming from their peers.

There are a couple things that I do not see in the classroom, that I might do differently when given my own class. Although it’s a fifth grade class, there is no type of morning meeting that takes place. Mr. Rodriguez is more of an independent type teacher who likes to give students their independence. I really like his way of teaching, however I still feel that a morning meeting would be a good opportunity for students to interact with each other and get to know one another better. This could even just be a once or twice a week event, but I think it would help give some students more confidence within the classroom and get to know their classmates better. I also see very little group work done in the classroom. It is a lot of independent work, which is great for preparing them for middle school. However, working in groups can teach a child a lot. Not only is it beneficial for learning information, but also learning how to work as a team and with other individuals.

Although there are some aspects that could be added to the class to help create a better sense of classroom community, I feel that it is very obvious in Underwood Elementary as well as Mr. Rodriguez’s fifth grade classroom. I think it’s an important aspect to any class and plays a big role in a child’s success.