Thomas Gilbert

Tour de Rocky Reflection

EDUC 450
Spring 2018

A few classmates and I visited a number of classrooms during our “Tour de Rocky,” each of them
not only teaching a completely different content and subject matter, but also teaching, managing, and
interacting with students in quite different ways. The tour gave us wonderful opportunities to observe
different teachers and classrooms, but it also gave us the unique and exciting opportunity to roam and
explore our surroundings (new to most), interact with students, and generally get familiarized with the
climate and culture of Rocky as a school and as a community. Being able to wander the massive grounds,
poking into different alcoves and annexes, and seeing the general layout and organization of the school
not only made me feel more acclimated and comfortable with the surroundings, but it actually also
helped me make sense of the actual design of the school – where certain classrooms and departments
are in relation to what wings of the school, what locker bays or common areas are heavily trafficked or
popular hang-out spots. It sounds silly, but mapping out, walking, and seeing these things firsthand
through fresh eyes gave me an interesting perspective on some of the inner workings of the school – not
dissimilar to a geographic survey or anthropological survey, but on a very tangible level. The halls, even
when empty, felt active, lived in, and cared for. The physical school itself reflects a vibrant culture and
an educational environment that provides for its students. Each classroom, too, had notable expressions
of community and educational values. The “6 P’s” decorated more than one wall, or other similar
posters encouraging students to embrace a positive lifestyle and mentality, as well as Essential
Questions and Learning Targets written out on most boards. Having these expectations and guidelines
clearly displayed and readily referenceable only serves to encourage students to adopt and emulate
positive behaviors associated with the Lobo Way and conducive to thinking, learning, and
understanding.
While many classrooms had their doors closed with teachers or students busy with activities or
lessons, we were able to visit and observe a few unique classes during our tour. The first class we visited
was a Mind Center class, that of Mr. Scot Jones. Prior to my EDUC 450 experience at Rocky, I was
entirely unfamiliar with Mind Center and knew very little about Voyager. After learning more, however, I
became (and remain) extremely excited about these programs and the possibility of working with them.
I wish that Voyager and Mind Center courses were offered while I was a high school student, as I see
their potential to refocus a student, encourage a student, help a student, and provide a student a
general safe space to get work done with limited pressure or scrutiny from peers or instructors. It seems
incredibly beneficial to at-risk or “first generation” students. The Mind Center class that we visited was
the first on our list, and when we arrived students were already seated, spread about the room quietly
working individually. Each student appeared to have their own project they were working on for a
specific course, but Mr. Jones seemed knowledgeable and aware of each project and its requirements,
expectations, and due dates. He regularly walked around the class, helping students, joking with them,
and talking with them to elicit information or ideas for them to use in their own work. I was very
impressed by his strategies and rapport with his students, as each listened, respected, and seemed to
value his advice and input. Some students were working on online courses, and he would speak with
them individually about deadlines and what they thought was feasible, and through their discussion
develop a plan. He not only differentiated instruction and discipline, but he also individualized it, which I
think could certainly play a role in developing relationships with students. While the class seemed to be
working largely independently, there was still a sense of community instilled by the teacher and his
caring and attention to each student. This is something I want to emulate daily with each and every
student that I can – building and investing in relationships with students to help guide them to
understanding and empower them in their education. In my eyes, Mr. Jones’ Mind Center class
encapsulated a part of the Lobo Way; free- independent thinking and working within a pack mentality.
Each student works as their own individual, but the school looks out for its own, and in that way the
Pack ensures that each member not only survives but succeeds.
At the beginning of second period we were able to visit Larissa Schendel’s AP Language
classroom. My very first impression of Larissa’s classroom was that it was fun. The back wall is lined with
posters from old RMHS theater productions, and the general decorum is warm and inviting. From
observing Larissa during homeroom, she is an extremely fun, energetic, affable teacher that is devoted
to her students. It is very clear that she puts time and energy into building relationships with her
students, as these relationships are evident and give the impression of mutual respect. There is laughter,
conversation, and comradery. Larissa also allows her students to share their own announcements, or
asks them to share new information, showing a willingness and ability to open the floor up and learn
from her students. These are all admirable traits in a teacher, and I envy her ability to connect and build
relationships with students. I truly believe that by building relationships with her students, Larissa lays
the groundwork for classroom management, differentiation, and individualization in her teaching.
While many doors were closed, and we were unable to enter certain classrooms that piqued my
interests, we found some classes offered at the time that stood out as exceptional offerings for students
interested in subjects outside of their core classes. Ron Clark’s Television Production class seemed hard
at work, silently seated freely throughout the room working on their individual projects with Mr. Clark
supervising while offering his wit and humor. Gourmet Foods and Catering, taught by Jen Skillman, is
another course offered to students that allows them to explore real world interests in a safe, academic,
supportive environment that provides them with the resources and knowledge that they need to not
only spur their interest and get their feet wet, but to develop an understanding, an appreciation, or a
passion for an invaluable set of skills. Untraditional or unique course offerings can give students drive
and motivation to even come to school or to succeed, seeking eligibility for the programs, or simply
because they’ve found something that they like. Offering students that level of self-determination
indefinitely helps the student feel respect, and it also helps keep the student engaged and thinking. We
were even able to visit a Teacher Cadet course, where students where learning things that I had learned
early on as a student in the STEPP program! Moreover, they were learning things we hadn’t covered and
things that we wish we had covered. This kind of support and preparation is incredible for students who
know what they want to do, or even for students who just want to explore their options. By offering
college-level credit for practical courses, Rocky motivates, encourages, and empowers students to
succeed in higher education. It is incredibly impressive to see such advanced students, staff, and
curriculum in one school. I can only say that I am honored and privileged to be able to work alongside
such students and staff in these classrooms this semester, and one day I hope to work in a school similar
to Rocky, although one can only hope that more schools follow the model set by RMHS.