Service learning Journal

Angela Gregoire
Field Experience/Service Learning Journals (FEAPs 1- 12)
From the nineteenth of March to the fourth of April I observed teachers and students at the JFK Middle school at North Miami Beach in Florida. The JFK Middle school is located at 1075 NE 167th Street in North Miami Beach. The JFK Middle school is in the Miami- Dade County Public school district and there are one thousand nine hundred and seventy eight students enrolled at the school. The grades served at this institution are grades six to eight and the school hours are from nine to three forty. Presently there are ninety full time teachers at the school. A high percentage of Hispanic and African Americans students attend school at JFK Middle school.
It is the mission of the JFK Middle school staff, students, parents, and community to create an instructional environment which enables individual achievement while promoting the development of responsible citizens who can efficiently access knowledge, critically assess problems, and creatively seek solutions. The JFK Middle school BEAT Magnet Program offers advanced academics, integrated thematic instruction, hands-on applied technology, and a caring staff to guide success.
The school is eligible for participation in state and federal Title 1 Programs. JFK Middle school operates as a magnet school, providing academically or socially focused instruction on a particular theme. Some of the students from the school participate in free or reduced lunch. JFK Middle school is the home of the Falcons.

March 19th, 2010

On the nineteenth of March 2010 I observed Miss Doane’s reading class at the JFK Middle school in North Miami Beach in Florida. Miss Doane began her lesson with a brief introduction on zombies. The students in the class were mainly Hispanics and African Americans. After reading a story about zombies the teacher engaged the students in a discussion about their knowledge of zombies and other similar stories and beliefs. The teacher then asked the students if they had heard about the topic and if they know what a zombie is. She also asked them if they think zombies are real. Miss Doane asked the students to tell her which country or countries the idea of zombies originated. Following this she lets individual students talk about their experiences or any information they had. Some of the students shared their stories with the class. The students explained why they are afraid of zombies and stated reasons why. The teacher then asked the students to decide if zombies are real based on the information given in their books.
I noticed that the content and strategies of the lesson improved student understanding of the concepts of pluralism. The students will realize that America is a nation that encompasses many cultures and many groups of people came to America and they brought with them their different cultures. In the lesson that I saw the teacher was actively promoting the students interests and also highlighting the importance of each other in society. Incorporating aspects of many cultures in a lesson improves educational equity. The teacher established positive interaction in the learning environment that uses incentives and consequences for students as stated in FEAP 2 (communication). The reading lesson also addressed FEAP 4 (critical thinking). The reading teacher used teaching strategies, materials, and technologies that can expand students’ thinking abilities. In the reading lesson I observed many FEAP indicators such as accepting and valuing students from diverse cultures and linguistic backgrounds and treating all students equitably FEAP 5(Diversity). Through classroom discussions, and interaction of teachers with students completing activities, I have observed that students and teachers alike are valuing diversity, accepting diversity, and gaining knowledge of diversity. The teacher encouraged student responsibility, appropriate social behavior, integrity, valuing of diversity, and honesty through role modeling and learning activities.
I think it was a very interesting lesson. The teacher created an environment where students expressed themselves freely. Following the discussion and with the information in their textbooks the students were able to complete their assignments on time. The teacher was very professional in her approach and managed her class very well. The students conducted themselves well and time was managed effectively. At the end of the lesson the students acted responsibly and placed the readers neatly on the desks.

4/6/10- April 6th, 2010
On the sixth of April 2010 I observed Mr. Howe’s Social Studies class at the JFK Middle school. Mr. Howe is a tall male who commands respect from his students. Mr. Howe did an introductory lesson on the Civil War. In the lesson he introduced the words negra, Negro, niggra, and nigger. To begin with he asked the students if they know the meaning of the words then he had the students call the words aloud in an effort to make them comfortable with the words. The social studies teacher explained the meanings of the words and also explained how the words are connected with the Civil war. The teacher asked the students if they know what a civil war is. The students explained what a civil war is and Mr. Howe continued explaining what the civil war is all about. In teaching the lesson he showed students the location of the places he mentioned on the map. The students were very interested in the lesson and there was full participation.
At certain times during the lesson Mr. Howe had to deal with disruptive behaviors. He warned the students several times and in the end he sent them out of the classroom. He explained to me that the students concerned are always behaving that way and that they have problems. In his class he is aware of these problems and assists the students in whatever way he can. He explained to me that he is a role model to his students and he treats them like his own kids. Mr. Howe is aware that some of his students function at different levels academically and he caters for these differences.
Mr. Howe serves as an advocate for his students. In the introductory lesson Mr. Howe prepares students for the unit on the civil war. He used practical examples to teach the concept and made the lesson very interesting. In the lesson Mr. Howe recognized students’ behavioral problems, utilized appropriate resources, and devised solutions. He also recognized students’ exhibiting potentially disruptive behavior. As stated in FEAP 1(Assessment). In his class Mr. Howe establishes positive interaction in the learning environment that uses incentives and consequences for students, and he also challenges students in a positive and supportive manner. (FEAP 5) Other FEAP indicators observed in the lesson are the teacher communicates knowledge of subject in a manner that enables students to learn and she also uses the references, materials, and technologies of the subject field in developing learning activities for students.



April 8th, 2010
DR. McBean’s class
On the eighth of April, 2010 I observed Dr. McBean ESOL class. In her class there were about thirty five students. The students in the class are at a disadvantage because they cannot understand English. Most of the students in the class speak either Spanish or Creole. I think it is a challenge to teach these kids.
After watching a film the students were expected to find the meaning of eight words. The teacher wrote the list of words on the board then she discussed the meanings of some of the words with the students. The meanings were written on the board and the students read the meanings of the words. In the lesson she also looked at the plural of the words. In her class Dr. McBean encouraged peer tutoring. The students worked in pairs to assist each other. The teacher also asked a student to explain to the activity to the class in Creole and another student explained in Spanish. This strategy was very effective because the students understood exactly what they had to do. The ESOL teacher delegated responsibility to the students in the class. One student assisted the teacher in distributing some forms to the class. On that form the students were expected to write the meanings of the words. They also had to show whether they had seen the word or not. To complete the activity the students were allowed to use their textbooks.
From my observations the activity was a challenge for some of the students who could not understand English. I was able to assist the students because I could speak Spanish, French, and a little Creole. I interacted with the students and with some help they were able to complete the exercise. Because of the students limitations the teacher used resources in the classroom to explain to them. Dr. McBean is an effective manager and she treats all her students equally and with respect. I was able to see the challenges teachers face in the classroom and the struggles the students go through. From the field experience I gained some insights into a typical Middle school class and was able to see firsthand how adolescents behave in the classroom. Dr. McBean the ESOL teacher at the JFK Middle school assessed individual and group performance to provide instruction that meet students’ needs in the cognitive, social, linguistic, cultural, emotional, and physical channels of development. As stated in FEAP 1(Assessment). Dr. McBean developed her lesson to reflect opportunities for students to learn from each other. FEAP 2