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 building is spit up in pods so all the grade levels are separate and have a computer lab
right outside their classrooms and have the restroom down the hall. The playground and field is
the biggest part the school and gives the students ability to play and run around without the
playground and field being too crowded. Parking lot for the staff is big enough for just staff but
the parking for visitors is a bit difficult since they have to park by the sidewalk in certain areas.
Crosswalks are safe and have a team of people hold stop signs. The gates are fences but the
doors are heavy metal and requires a couple of doors to be open before even getting inside the
field/playground. Signs and symbols are easy enough to understand for the students, staff and
visitors.

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

The halls all have boards that are filled with students work about their projects, essays,
who they are, Hispanic Heritage Month, art projects and signs that remind students of
rules of the hallways. Signs that show students how the restroom should look like and
how they should clean their hands. Big windows that allows students to see the
courtyard and have natural lighting in all the highways. Doors are bigger for two grown
adults to get inside or outside the classroom. Each door has decorations depending on
the teacher. The color are warm tones of neutral colors to match the cowboy mascot.
The decorations are students art projects. The entrance security is okay, staff, students,
and visitors all have to go through two doors. The main entrance has two doors and you
have to sign in and let the office know why you are here and which room are going in
and then they open the locked door for you.

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. >>>

Mission Statement
The students, staff, and parents of William Wright Elementary School are dedicated to creating
life-long learners who excel academically and demonstrate positive character traits. By working
together, we will empower students to develop and use higher level thinking skills in order to
 adapt and grow with a changing world.
Mascot - Cowboy

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

Office staff greets all visitors as soon as they enter the school and ask what they need. Super
friendly staff that treats all visitors kindly and helps them as much as they can. Office staff also
greets all the kids and has conversations with them and leads them to their hallways. Students
constantly say hello to every staff member and visitor they see in the hallways. Staff members
have friendly interactions with other staff members and even tend to catch up for a few
minutes.

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 bell schedule works out perfectly for each grade and is able to make sure that any student
that needs to be pulled out, happens at the same time for each grade. Each grade schedule is
even outed perfectly so no other grade interrupts their time.

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

Students in the classroom tend to just talk with people around them but as soon as lunch hits,
they tend to divide and go to their own little group and play in the field or mostly on the
blacktop. Students also tend to stand up and walk across the room to just talk with their friend.
Students during lunch tend to go into their own worlds and not say much but still hold on a
conversation.

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.
>>>

They have little assemblies for students when it's Halloween, they go to the field and
have a parade and show off their costume. They have boards around the school
showing student's essays, projects or artwork. They have different type of boards letting
their student's express who they are.

6. Compare and contrast the current school environment and culture with schools in the historical
past. >>>

Some similarities are that school still have a lot of pride about their students and what
the accomplish and they differences are that schools now allow kids to be themselves,
having different teaching ways, and allow teachers to teach anyway they want to.
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's expectations from her classroom is for them to understand whatever they can
pick up for the lesson and allows them to show her what they don't understand so she can help
them out towards the end. She gives packets before they learn a new lesson so the students
can know what they are about to learn and give them time for them not come into class and be
overwhelm with new facts and at least know what is going on in the lesson. Interactions with
her students shows that she truly cares for them and wants the best education for them. She
shows her personality so much and her students tend to want to follow in her footsteps and be
like her.

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

Student participation is very good, most of the students raised their hands or even shout out
the answer when the teacher let's them. The students take pride when they realize they knew
what they were talking about. Some of the students that don't participate are the ones that are
often distracted by something else and don't make an effort to participate . '

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

The teacher and students have a bond and shows how much respect they have for her.
The teacher will tell them about their behavior and gives them time to fix their behavior
and allows them to explain themselves and make sure they don't repeat it again. She
reminds them that she wants them on their best behavior so she doesn't have to do
reinforcements on them since they are just. Students that do not fix their behaviors are
pulled out of class to chat with her and allows another teacher to have the student cool
themselves down in their room so she can continue teaching.