Field Journal 1 PDF

EDT 252 Fall Field Assignment 1
Ellie Stillman
1. Describe the community that your school is in. What are the assets of your
community? What tensions are in the community? How do these impact your school?
Eaton, Ohio is a very different community than where I went to school. Eaton is
an area with a population of 8,334, 12.8% of the population has their bachelors
degree, the unemployment rate at 10.6%, and the schools rating is a 47 out of
100 (startclass, 2016, p. 21, 24). With these negative aspects of the community, I
assumed the school would have negligent, poor-looking kids. I hate to admit it,
but I had low expectations. However, the school was beautiful, and the
community within and surrounding the school was even more beautiful. What I
loved the most was how almost everyone at this school was connected. If a
teachers spouse or parent or sibling didnt already teach at the school, they
were a substitute, a coach, on the parent board, or some sort of volunteer. Many
of the teachers have their kids as students in school, and they also have
personal, outside-of-school connections with many of the students. While the
area that I come from is much more affluent, I would give anything to have a
school with connections and bonds like Eaton Middle School. It is clear the low-
income area plays a role in the school, with many students wearing not so nice
clothing, talking about free or reduced lunch, already needing to get a job, and
more. You would think the low SES status of majority of the students would
impact them, and I am sure it does, but they do not let that show. All the
students seem happy with who they are and what they get to do (well as much
as they can be because sometimes it is school).
2. Describe your school and its neighborhood. What is the population of your school?
What are the demographics of your school?
Data from startclass, 2016, p. 4.
The graphics on the page before show the demographics of Eaton Middle School
compared to Eaton, Ohio. I went to a middle school in which the demographics
are as follows: white at 58.1%, Hispanic at 10.4%, Asian at 4.0%, Black at 18.9%,
Two Race at 7.3%, American Indian at 0.6%, and Pacific Islander at 0.7%. The first
thing to notice is that my school has at least some of all the demographics listed,
while Eaton Middle School does not. I did not have a single non-white student in
any of the classes I observed in at Eaton (they may have been two races, but all
presented as Caucasian). It was very different for me, as I was used to and loved
the diversity my school had to offer. I think it is crucial for young adolescents to
be involved with and learn from other ethnicities and cultures. I am not
surprised at the lack of diversity at this school, as the area is also very much
predominantly white. While I have no problems with the type of classrooms
Eaton has, it made me realize I really would prefer to teach in a diverse
community and school.
3. Describe your classroom. What are the demographics of your classroom? If you have
ELL learners, special education students, gift students, what services are provided for
these students?
In the two class periods I observed, every student was white (again, may be two
races, but everyone presented as Caucasian). I did not have any ELL students in
my classroom, and I do not think there were any gifted students, as the school
does not have a gifted and talented program. There were, however, some
students with learning disabilities. One female student has a sensory disorder, in
which paper hurts her hands unless she uses lotion. My teacher, Mrs. Couch,
after spending 12 years in the special education field, believes she is also on the
spectrum. While Mrs. Couch was very understanding of her sensory disorder, she
seemed a little too harsh for a student who may have a form of autism or other
learning disability. This student was also bullied, as she told myself and the other
Miami student her peers dont want to touch her or be around her, and have
given her mean nicknames. We told this to Mrs. Couch, and she said she was
aware of the students issues with others, and thought maybe this female
student was overreacting. Again, this was an unfortunate response from a
teacher who is supposed to be extra understanding of those with special needs.
Another student in the classroom had ADHD, in which he was very easily
distracted and very good at hiding the fact he was not on task. Our teacher has
tutoring as an option for all students, but had a particular plan with this
students mother in which Mrs. Couch would call the mother on days in which
her son needed to stay late. This was very helpful as he could get one-on-one
time and the attention he needed to get everything completed. Finally, while I
did not get to observe this class, my teacher has a math class in which majority
of the students are on IEP plans. This class has a classroom aide, in which she
sometimes assists in teaching, but overall walks around to help all the students. I
think this is very beneficial, and from what I could tell, Mrs. Couch and the aide
got along extremely well and wanted the best for their students. I did grade this
classs exams sometimes, and majority of them failed. So clearly there is a
disconnect between what is being taught and learned and the teacher seemed
very aware yet frustrated. I wish I could have been in that class, and stayed the
whole year to see what she does in order to help her class. Clearly the
disconnect is a big problem, but I know the teacher and aide are going to work to
fix it. I just wish I would see it.
4. Describe several lessons in which you see evidence of LM/MI being addressed.
One thing I loved about Mrs. Couch was her plethora of lesson plans. I
experienced a lesson plan in which they followed a lab with gummy bears and
experimented with them. Hands-on learning helps those how are
kinesthetic/tactile, visual, spatial, and interpersonal. Once this lab was over, she
asked the students to research how their future careers related to science. I
loved this, watching students who want to be artist freak out but then realize
just how much science does play a role. This allowed students to take science
outside of the classroom, and uses associationism, which examines how events
or ideas can become associated with one another in the mind, to result in a form
of learning (Morrow and Tracey, 2012, p. 20). By connecting it to something
outside of the classroom, Mrs. Couch is making science more real and
interesting, and allowing intrapersonal, logical, naturalistic, visual, and linguistic
learners to play into how they learn best. Mrs. Couch also utilized technology a
lot, having labs and modules online for students to complete as they followed
instructions on paper. These labs played to any and all LM/MI present in the
classroom, as the screen and the paper was a combination of hands-on learning,
with reading, doing, and experimenting.
One day I noticed a poster in the. It stated I hear and I forget. I see and I
remember. I do and I understand -Confucius (poster pictured below). I do not
like this poster, as it neglects auditory learners, as well as though who may need
examples in order to understand, or those who may be disabled and are unable
to actually do. While I understand the meaning behind it, as we move to create
a more inclusive classroom, I believe this poster is very neglectful.
Setting the poster aside, I am so thankful I was able to observe such an inclusive,
active classroom that truly allowed all LM/MI to thrive in as many ways as
possible.
Student Interviews
MS FS Age: 11 *pink answers in overview below*
1. What is the hardest thing about being your age?

Puberty cause Im just starting all of the changes
2. What are you most proud of about yourself? This is not something that you own (like
clothes or a bike), but something about you (like a personality trait, talent or
achievement).
How I get good grades on my report card and I play piano and get good scores at
competitions
3. What do you worry about most?

Probably getting my homework done. Thats what its been, getting it done. And getting
good grades.
4. What are your favorite things to do for fun? What makes them your favorite?
I like hanging out with my friends or doing things my dad or stepmom. Just spending
time with them.
5. What are you reading? Watching? Listening to?

Reading: Divergent. Watching: I dont really watch TV that much because Im doing
homework. But I do watch movies. And YouTube videos. I watch a cake YouTube
channel. Listen: I dont really listen to music. No a big music listener. Normally classical
because I play the piano.
6. What do you like most about school?

I like being in class and seeing the different things we get to learn. And I really like math.
7. What do you wish you could learn about in school that they do not teach you?
I like more difficult stuff (all classes). Like in math class we do a little bit easier stuff but I
like more difficult stuff because I like challenges.
8. What do you wish your teacher(s) knew about people your age?
I dont know because theyve been teaching people our age for so long they probably
have figured it out.
9. If you could change one thing about the world, what would it be?
World hunger. Thats really the biggest thing. There are starving people in other countries
and I dont think people in the US are seeing that because we have all this great technology
and stuff and we take it for granted most of the time.
Student Interviews
MS FS Age: 11 *blue answers in overview below*

Being the oldest brother. Three younger siblings. Cause I have to play all their games.
achievement).
Thats hard. Being able to travel to far places. When I was 2 I went to New Zealand. Ive
been to California, Florida, Denver.

Thats hard. Not being good at math. I dont like it at all.
Play videogames, ride bike, play basketball. COD, Minecraft, Lego games too. I like being
outside sometimes. Videogames are just fun.

Reading: I just finished a book called Max. Watching: Every Sunday I watch the
walking dead. I watch YouTube a lot. Roman Atwood vlogger and prankster. Listening: I
like rock, kind of. I dont know what its call. I dont pay attention

Friends. And gym. Stuff like that.
Lot of things. Learning how to build I wanna be an architecture kind of. Or learn how to
use a camera and film things.
I have no idea.
The poor and like pollutions, like the ocean and stuff. Give them a home and food to eat
and water.
Student Interviews
MS FS Age: 12 *green answers in overview below*

Going from elementary to middle school and the amount of homework and the difficulty
of the work.
achievement).
I was adopted. That Im different than everybody else.

Getting injured and not being able to do something that I want to do.
Play soccer, basketball, ride horses, read, play with my dogs. They are enjoyable and you
dont get bored of them.

Reading: Im rereading Harry Potter. Watching: I watch a lot of YouTube. I watch the
vaze clan, who make videos of COD. I dont watch a lot of TV, just YouTube. Listening: It
depends. I listen to a lot of country music.

This year mainly the independence. Being able to having your own locker, having the
responsibility of getting to your classes, and making sure you have all your stuff.
Cursive. When youre writing checks you kinda have to be able to write in cursive. And
then it makes everything look more whats the word professional.
That we are involved in sports and with all the homework we have to do its kinda hard.
Not having so much war.
Student Interviews
MS FS Age: 12 *purple answers in overview below*

Probably the pressure in sports. Football, baseball, swimming, and wrestling.
achievement).
My height. Because when I play receiver its a lot easier.

Probably getting hurt in sports.
Riding my bike around with my friends. Get to socialize with friends. Watch Sports
Center.

Reading: Percy Jackson. Watching: Full House and Fuller House (Netflix). YouTube video,
Roman Atwood who is a vlogger. Listening: Luke Bryan

Dismissal to be honest.
Maybe science, Newtons. My grandpa is really into that and talks to me about it a lot.
That were not really textbook people, that were more screens and touchpad people.
Violence. It would just be easier to live without that.
Student Interviews
MS FS Age: 11 *red answers in overview below*

School is harder.
achievement).
Being athletic. soccer and volleyball. Maybe that Im good at them.

Not being able to fit in. (Has a solid friend group though).
Playing soccer and volleyball. Getting to hang out with my friends.

Reading: The Maze Runner. Watching: Gossip Girl (Netflix). Sometimes YouTube.
Listening: Pop music.

Language arts type of stuff. I like to write.
I think they teach everything, so I dont know.
What other people are going through, like if they dont tell them.
That everyone was nice to everyone.
Interview Overview

Puberty
Being the oldest brother
Elementary to middle school and the amount/difficulty of homework
Pressure in sports
School is harder
achievement).
Getting good grades and good scores at piano competitions
Traveling to far places
I was adopted
My height (For sports)
Being athletic
Getting homework done and getting good grades
Not being good at math
Getting injured
Getting hurt in sports
Not being able to fit in
Hanging out with my friends or my dad and stepmom
Play videogames, outside sometimes.
Play soccer, basketball, ride horses, read, play with my dogs
Riding my bike around with my friends or watch Sports Center
Playing soccer and volleyball or hanging out with my friends
Reading: Divergent, Max, Harry Potter, Percy Jackson, The Maze Runner
Watching: Movies and YouTube, Walking Dead and YouTube, YouTube, Fuller
House (Netflix) and YouTube, Gossip Girl and sometimes YouTube
Listening to: Nothing really, rock (maybe), country music, Luke Bryan, Pop music
Being in class and seeing the different things we get to learn and math
Friends, gym, stuff like that
The independence
Dismissal
Language Arts
More difficult stuff
Lot of things. Learning how to build or how to use a camera and film things
Cursive
Science
Already teaches everything
Theyve taught our age so they know everything
I have no idea
With sports, so much homework is hard
Not textbook people, but more touchscreens
What people are silently going through
World Hunger
The poor and pollution
Less War
Violence
Everybody be nice to each other
Summary
Over the past month, I have been able to observe a sixth grade science classroom.
Beyond that, I was able to interview five sixth graders to get a deeper understanding of who
they are, what they like, and what they want and believe in. While some of their responses
were humorous, like the best part of the day being dismissal, I was overall blown away by the
struggles and desires the students have.
While I interviewed the students, I thought about how my sixth grade self would have
answered these questions. The biggest difference between myself back then and these
students now is the use of technology. Technology is way more advanced then when I was a
middle school student (and that was only 8 years ago). Their love for technology became
extremely apparent when all five students said they watch YouTube more than TV. Students
love for being online will only grow, so as a future teacher, I realize I definitely need to
implement technology, and as many types of it, as possible. For example, if this love for
YouTube continues, I could assign certain videos for homework. The assessment would be
questions they could only answer after viewing the assigned video. I will also incorporate
technology- laptops, smartboards, phones, computer labs, touchscreens, modules, etc.- as
much as I can in my room as it connects to students and their passions more.
Unlike the love and use of technology, I connected with my students on the overall
pressure they feel at their age. Whether it be for sports, school, or social status, sixth grade is a
time of transition and growth. Each student expressed some type of stress in their lives that is
caused by being their age. As a future educator, I am going to reflect on my own sixth grade
experience, as well as those I observed and interviewed for the way I create my classroom, as
creating a school environment that is responsive to the changing needs of young adolescents
requires an understanding of their developmental changes [ and] how young adolescents
perceive those changes. Their perceptions become reality (Brown and Knowles, 2014, p. 15).
Self-perception goes through a major shift as their bodies and hormones start to change. Many
of the students seemed to struggle when I asked them what they are most proud of, and that it
could not be a material item. I think many of them were confused with what they could be
proud of outside of things they owned. My favorite answer was the twelve-year-old male
student who said he was most proud of the fact he is adopted. Many students can often feel
ashamed of this, or even be bullied. However, this student owned it, and was proud of how it
made him different.
I most definitely want to work with my students on accepting and loving what makes
them different. I want them to understand being different does not mean being weird or bad or
less. I especially want to get this message across to my puberty-advanced female students,
because several researchers report that early developing females may be at greater risk of
developing mental health issues because they are not prepared for the physical, psychological,
and social challenges brought on by puberty (Brown & Knowles, 2014, p. 19). After a guest
lecture by Richelle Frabotta, I decided I want to get my certification in sexual education. My
desire to be a sex ed. teacher only grew when the first female student I interviewed responded
without any hesitation the hardest thing about her age is puberty. It is students like her, who
are clearly beginning the changes earlier than her classmates, who risk mental health issues. As
someone who struggles with mental health, I want to help my students accept their bodies, and
understand everything they are feeling or changing is completely normal, and especially help
those who struggle with mental health.
My anxiety became apparent to me in middle school, as the smallest things would give
me anxiety (according to my parents, I have been anxious since kindergarten). While schools
and needing good grades stressed me out, the social aspect of school also added stress. I was
constantly trying to figure out who I was, and I saw this same search in all of the students I
observed, and even more so in those I interviewed. As the last female student said, one of the
hardest parts of sixth grade is trying to fit in, and find yourself, as the middle school years are
marked by an almost constant search for an identity in many areas: gender, ethnic, cultural,
relational 9friendships) socioeconomic, sexual, spiritual, physical, and concerns about ones
future (p. 45). While I cannot create my students identities for them, I plan on being a
resource to help guide them. My job as a teacher is to obviously teach, but I also want to be a
resource. I think the first female student I interviewed was wrong when she said teachers have
been teaching people our age for so long they probably have figured it out. Instead, the
second female student was more accurate when she expressed they need to know what
students are going through, even if it is not vocalized. Clearly a teacher cannot read minds, yet
we do know things like puberty, stress, and social statuses are playing a large role in our
students lives; being understanding of these things are crucial.
I came into this semester questioning if I wanted to remain an education major. The
plan was for my field experience to help me make up my mind, and it did- I 100% want to be a
teacher. I feel as though I have an amazing opportunity to connect with young minds and the
bodies that accompany them, then teach them how to be the best versions of themselves.
Through my curriculum, I hope to better their knowledge in my subject area. Through myself, I
hope to better their understanding of who they are and what they will be. These sixth graders
made a huge impact on me, and I cannot wait for the day I get to do the same to them.
References
Brown, D.F., & Knowles, T. (2014). What Every Middle School Teacher Should Know (3rd ed.).
Portsmouth, NH: Heinemann.
Morrow, L. M., & Tracey, D. H. (2012). Lenses on Reading: An Introduction to Theories and
Model (2nd d.). New York, NY: The Guildford Press.
Startclass by Graphiq. (2016). [Bar graphs of school and community demographics]. Eaton
Middle School in Eaton, Ohio. Retrieved from
http://public-schools.startclass.com/l/69561/Eaton-Middle-School

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EDT 252 Fall Field Assignment 1

1. What is the hardest thing about being your age?

3. What do you worry about most?

5. What are you reading? Watching? Listening to?

6. What do you like most about school?

1. What is the hardest thing about being your age?

3. What do you worry about most?

5. What are you reading? Watching? Listening to?

6. What do you like most about school?

1. What is the hardest thing about being your age?

3. What do you worry about most?

5. What are you reading? Watching? Listening to?

6. What do you like most about school?

MS FS Age: 12 *purple answers in overview below*

1. What is the hardest thing about being your age?

3. What do you worry about most?

5. What are you reading? Watching? Listening to?

6. What do you like most about school?

MS FS Age: 11 *red answers in overview below*

1. What is the hardest thing about being your age?

3. What do you worry about most?

5. What are you reading? Watching? Listening to?

6. What do you like most about school?

1. What is the hardest thing about being your age?

Portsmouth, NH: Heinemann.

Model (2nd d.). New York, NY: The Guildford Press.

Middle School in Eaton, Ohio. Retrieved from

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MS FS Age: 12 purple answers in overview below

MS FS Age: 11 red answers in overview below