Luz Rojas

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. >>>

The school is very secure, only the front of the school is really accessible to
pedestrians, the rest of the sides are covered by houses. There are multiple entrances,
though it seems of them all only one entrance, in the back of the school, is open to
allow students to enter. Otherwise, all students enter from the front.

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

The hallways are full of decorations, they changed them accordingly, like “thank you”
to the principal, halloween decorations, etc. Things I noticed along the kindergarten
hallway, especially, were their assignments hung up. The security has changed from
when I was a child, when I was a child there was many times when a dog entered the
school, now they have added doors that are locked after school hours begin. Whenever
I went I would sign in at the office and they would give me a visitors pass to let other
staff know that I was allowed entrance.

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 a jet, and as a previous alumni of the school I remember that
some jets would fly over the school for the school’s anniversary. I don’t know if they
 still do that but it was something amazing. Their mission statement is “Our mission and
vision is to ensure that all students learn and demonstrate the knowledge, skills,
attitude, and ethics necessary to increase student achievement and succeed as
contributing members of society.” Even as a previous alumni I couldn’t say what the
motto is, couldn't find anywhere in the school nor the school’s website. Though
something they would always say was “Be Kind.”

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

Everyone seems to get along, especially staff that helps during the kindergarteners
lunch and recess. Thus allowing for teachers to go off to their own lunch with an easy
mind.

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 use inclusion along with a pull-out program. There would be times
that after lunch, after reading time, a teacher would drop by and take some students,
and they would come back around half an hour later.

4. Observe student-to-student interactions, inside and outside of the building. Observe

where students gather to socialize – lunchroom, halls, playground, etc. >>>

Inside the building they would talk to their seat mates and read with friends during
reading time. Outside of the building they would interact with their friends from other
classes, especially during recess.

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. >>>

You are able to see the school pride in the way they choose to decorate, especially the
walls of certain buildings that contain designs that previous students had involved
themselves in, such as a mural on the library wall or the garden that, again, previous
students had begun.
 6. Compare and contrast the current school environment and culture with schools in the
historical past. >>>

The obvious difference is that there is no segregation based on culture, race, gender,etc.
Another difference is the teaching style differs according to student learning styles. A
similarity is that teachers still teach at the front of the classroom and have standards for
student learning.

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. >>>

The teacher had separate expectations for students’ learning and success. As there
would be a group of students that would understand a concept faster than others, she
was very patient. She also understood that student’s of that age required much
repetition and the students that learned faster would often help their friends, seat
buddies, whenever they didn’t fully understand.

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

A majority of the students pay attention, though some tend to zone out even though
they stay at the carpet. There is one student that would often leave the carpet, or his
seat, just be in places that he shouldn’t. I noticed that even when the teacher asked me
to work with him on his name, the alphabet, or the numbers, he tended to understand
everything fairly quickly. So it really made me understand the manner that the teacher
would let him roam about, because even as he stood across the room he would still pay
attention to the lesson.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness,

distribution of power, tone, frequency and reinforcements. >>>

The teacher didn’t have a very strong voice, like I noticed other kindergarten teachers
would, yet she effectively gained student’s attention. Even with a soft voice she was
commanding and student’s not only would listen but they would pay attention to her
warnings, instructions, etc.