ASSIGNMENT 4 (Culture): Using the information provided below, carefully observe and evaluate the

culture of the school where you are assigned to observe. Remember you are evaluating the school for
its educational culture, place of learning, sense of safety, invitation for learning, promotion of self-
actualization, development of values and socialization.

Physical Characteristics: Look at the physical areas of the school to determine atmosphere, comfort,
and feelings the school creates for students in the educational setting.

1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees, parking lot,
crosswalks, gates, signs and symbols.

• Goynes Elementary School is in a nice part of town. It has a park right next door to it and is
surrounded by communities as well as a shopping plaza. The school is in amazing shape on the inside
and outside.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security.

• Inside of the school is beautiful. The hallways are decorated with student's art work and
paintings. The entrance to the school is clean also. I did not see anything wrong with the school as I
walked around the entirety of it.

Culture of the School: Read, listen and observe to determine the climate, values, and atmosphere within
the school.

1. Identify the school’s mission statement, motto, and mascot.

• The school's mascot is gladiators. Their mission statement is "The community of Goynes
Elementary School is committed to academic excellence for all students in a collaborative environment
that promotes individual achievement, positive relationships and responsible citizenship."

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school.

• The faculty was extremely welcoming my first day at the school. Any visitor that came in was
promptly helped and everything I experienced was done in a timely manner.
3. Look at the formal practices: School bell schedule, and the grouping of students. (ie. grades, block
scheduling, periods) Does the school use inclusion, or a pull-out program for special education students?

• The school does pull out programs- the teacher I supervised was the resource teacher. Each
grade level has its own lunch and recess, once recess is over the next grade level goes to recess.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc.

• I went outside for during recess with my cooperating teacher. I was able to see three different
grade levels and they all gather at different place outside. There are two playgrounds and one is for 1st-
2nd grade. The other is for the older grade levels. It was interesting seeing the places that the different
grade levels prefer to be.

5. Examine school traditions, achievements and awards; community recognition or community partners;
extracurricular activities/clubs and athletics. Look for and document sources of community pride and
sense of identity through ceremonies, assemblies, trophies, and artifacts.

• When I was at Goynes I did not see much about awards or clubs.

Culture of the Classroom: Each classroom has its own culture and way of life.

1. Look for teacher(s) expectations for learning and success, interactions with students, and his/her
personality.

• Molly, my cooperating teacher, did extremely well with handling students with ADHD. She was
able to bring their attention back to the lesson, since sometimes they would wander off topic. She is also
well liked among the teaching staff.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed?

• Molly made it a point for all resource students to participate. Every question was directed to a
different student.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of
power, tone, frequency and reinforcements.

• I did see some teachers who seemed like they were on their last leg or unhappy with their jobs.
They seemed to not want to help students without getting annoyed, some students were ignored
because they had too many questions. Other teachers had wanting to take notes on what they do
because they are setting examples that I want to follow. They make their classroom fun and I can see the
enjoyment on their face.