Smaller classes, higher achievement and narrowing the opportunity gap Baker, B.
Introduction to Sociology Instructor: Observing the students over the past three months has caused me to ponder over how young people mature and what influences them on a daily basis. It was easy to see that although the seniors were only two grade levels above the sophomores, the two groups differed greatly in maturity.
The group of fifteen year olds, although bright, demonstrated immense insecurities when it came to applying their knowledge.
Most of the students within the class seized any opportunity to avoid school work, often acting silly or purposefully straying from the in class topic or assignment. When forced to present to the class on specific chapters of Pride and Prejudice by Jane Austin, the students seemed afraid to demonstrate their intelligence to their peers.
The students feel judged by their peers and seek always to maintain a balance between acting too smart or acting too foolish. The students realize that their peers are judging them, and they behave accordingly.
They act silly together, confused together, and they sympathize with one another. I noticed when Mrs. Owen spoke to the class, oft-times the students whispered to each other and ignored her, and occasionally they talked over her.
However, when a peer presented to the class, all the students hushed, realizing their turns would come shortly thereafter. The relationship between Mrs. Owen and the seniors, as well as the seniors with each other, is very different from the sophomores.
The seniors, approaching college, have embraced the responsibility they have to their own education, and generally they demonstrate a desire to prove themselves intellectually to their teacher and to their peers.
They participated with much greater enthusiasm in book discussions with Mrs.
Owen, and they conversed with each other with equal excitement. The differences between these two groups helped me to realize how much other people influence the way we think of ourselves and how we behave.
The tenth graders still feel and act like children, not realizing how close they are to life outside of high school. This fear influences them to participate less, direct questions only at their teacher, and engage in off-topic discussions with classmates during activities.
The twelfth graders, on the other hand, are beginning to feel their proximity to their future lives and are accruing knowledge to prepare themselves.
They purposefully involve each other in stimulating discussions, practicing for college life and for the work force. The lasting impression that this service learning experience has had on me, is the importance of understanding the impact our circumstances have on us.
Although some of the differences in maturity between the tenth and twelfth graders is purely determined by age, a portion of it is also the influence of peer pressure. Young people are unsure of themselves in almost every situation.
They feel insecure and unprepared, constantly striving for the approval of their families and friends. Their growth into mature respectable, young adults is heavily influenced by the condition of their environment.
Learning on the Line Nutrition This assignment was appealing to me because helping those in need is something that I have always enjoyed, and other classmates who had volunteered there talked about how much they had learned from the experience they had there.
Obviously, because I was doing it for my nutrition class, nutrition had to be front and center in my volunteering services. It took her a while to get back to me so I had to call back to make sure she received my phone call. Then, she told me to show up at 6: We talked about incorporating nutrition into volunteering so in comparison to most of the volunteers who are there for the social aspect, I had the chance to help on the serving line, be the coffee girl, and bake healthy cookies for them towards the end.
I was asked to serve food in the service line.
The service line consists of different stations with different kinds of food such as sandwiches, juice, fruits salad, dairy products, etc. Their orange ticket entitled them to a meal of the day plus milk and yogurt to go.
They could take home one egg carton per ticket and could get a lunch which had a sandwich, juice, some type of fruit and vegetable, and lastly, eggs, mashed potatoes, gravy, and bread at the end.The effects of classroom management on student achievement: A study of three inner-city middle schools and their found moderate to high effect size gains in elementary student achievement (d = +.
33, +. 40, +. 53). person-centered classroom management, that can improve the conditions for both teaching and learning. References. This essay delves deeply into the origins of the Vietnam War, critiques U.S.
justifications for intervention, examines the brutal conduct of the war, and discusses the antiwar movement, with a separate section on protest songs. An effect size is a metric used in meta-analyses. In the context of this book, it tells you how much of a difference in behavior you can expect between classes that effectively employ a given aspect of classroom management and classes that do not.
say reducing class size would be the most effective reform to improve student outcomes – far outstripping any other reform, including socio-emotional learning, universal preK, community schools, and college-reading standards.
The overall mean classroom effect size of either or indicates a positive effect that significantly impacts the classroom environment. To put our classroom-level mean effect sizes into a comparable format with the more typical effect sizes, we back-transformed our mean effect sizes using the original adjustment formulas (Hedges, ).
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