Classroom Setup
Upon entering room 14, I
am greeted at the door by my English teacher. She stands at the door during
passing time and exchanges a greeting to each student. “Good afternoon Hailey!
Welcome to class.” Once inside the room, it is apparent that our classroom is
spacious and colorful. The walls are decorated with bright banners and posters
that relate to the English language. Our work is displayed on several bulletin
boards. I see my flyer hanging in the back, which I created to help save “Old
Ironsides,” a heroic warship from the War of 1812 that faced demolition for
scrap metal. It’s a nice reminder that my work has a purpose.
The desks are set up in
rows with a center path in the room. The teacher’s desk is in the right corner
at the front of the room facing our desks. The room configuration reinforces
the notion that the teacher holds the power in the classroom. The room set up
is “traditional” and it allows the teacher to move around the room easily. The
teacher can easily stand in the back of the classroom and get a clear view of our
laptops. When the teacher circulates the room, we stay on task because of the
powerful presence of the teacher. We are aware that our screens are in view, so
we are sure to stay on task, at least until the she (our teacher) returns to
her desk. If it was up to me, I think I would prefer sitting in groups. This
would allow me to face my classmates, since half the room is hidden by the
large beam in the center of the room. Also, the configuration of the room could
improve by spacing out the desks so that we have more space during learning.
Currently, the desks in each row are touching each other, which is
uncomfortable for the classmate who must sit in the middle.
Overall, I do feel a bond
with my teacher. I like that she tries to speak to me at least once a day.
Also, the classroom itself is warm and welcoming, but I notice that it lacks
photos of positive role models. The classroom décor could improve by including
images of positive role models for all of us students to relate to (writers of
color, women, gay / lesbian, etc.) Since I am a woman of color, it would be
nice to have an inspirational writer displayed in the room, such as Zora Neale
Hurston or Maya Angelou. In other words, the classroom should function as
“windows and mirrors” so that all students feel represented and welcomed.
Curriculum
In our sophomore English
classroom, our teacher explores a variety of genres, including short stories,
poems, dramas, and novels. From my experience this far within this classroom,
it is clear that the majority of the authors are Caucasian. I find this strange
since SRA is a diverse school. It would make sense to have some White authors to fit the population, but the
class does not read texts from any Hispanic authors even though they make up a
good portion of the student body. Within the curriculum, there is only one
Asian writer taught. There are a few African American authors, such as Langston
Hughes, Maya Angelou, and Mark Mathabane. A
constructive criticism for this classroom is to have more female authors and
authors of color so that all of us students have a chance to see ourselves more
in the curriculum, regardless of our race and/ or gender.
Praxis
In this English
classroom, we commonly journal at the start of the period. These journals often
relate to current events or they are based on our opinions on a given subject.
These journals give us a chance to feel invested in the curriculum. Giving us a
chance to express our personal views and experiences helps us establish
“windows and mirrors” in the classroom. These journals also allow us to share
our responses with a neighbor and/ or with the class. These sharing activities
help to establish community in the classroom. This is how I have met two of my
new friends this year.
Our teacher often tries
to give us opportunities for collaboration. She could improve her teaching by
implementing more cooperative learning grouping and less “group work.” There
have been assignments that have enabled some students to relax while one or two
students within the group completed the bulk of the work. This happened to me
during our last group assignment. Me and my friend did all the work while two
other group members just sat back and goofed off. Designing more lessons that
hold us all accountable will ensure a positive experience for all of us without
anyone feeling obligated to do the work for another classmate.
Throughout the year, the
teacher often assigns reading for homework. With the exception of the poetry
unit, we are usually expected to complete reading homework 2-4 nights weekly.
This assigned reading is based on the book that we are reading together as a
class. The teacher selects this book. When we have complete the assigned
reading, we must answer 10 questions per chapter that accompany the reading.
Most of these questions are “knowledge based” (Bloom’s Taxonomy) or in other
words, questions with obvious answers. Many of my classmates have been
penalized by the administration for copying their friend’s work. This homework
format is meant to hold us accountable for the reading, but it has resulted in
many students simply using their friends to find the answers.
Going forward, another
form of reading assessment could be more thought-provoking while holding us
accountable for the reading. Answering questions can be really boring and just
feel like busy work. Perhaps “diary entries” from the point of view of a
character could ensure originality while allowing us to critically consider
another character’s perspective. Another suggestion would be for us to utilize our
technology by setting up blogs. We could post our entries on a blogger account
and then our classmates could read and comment. This would also help us model
writing for one another. Additionally, encouraging independent reading or even
book groups could help give us a choice in what they read, instead of just
focusing on one novel in the classroom.
Final Thoughts
Overall, the classroom
climate could improve if the teacher can incorporate additional opportunities
for voice and choice in the classroom. The classroom space can also be
configured to ensure that we feel comfortable and empowered.
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