24 thoughts on “Leon County”

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   • As educators, we are tanerid to teach cultural, physical, and mental acceptance of the diverse population that makes up our learning environment. In order to ensure that students learn tolerance and respect of all individual differences, I must make certain that I recognize the variation among my classroom students including race, ethnicity, socioeconomic status, gender, age, exceptionality, and family structure, while incorporating products from all backgrounds into my educational curriculum and agenda. In addition, I must assist students from the onset of the academic school year in becoming acquainted with fellow classroom peers through introductory activities such as icebreakers, while helping them identify similarities among each other, as well as celebrate individual uniqueness. In bridging the gap among students through amusing and inventive activities students can identify that all children resemble one another in various ways. Furthermore, as a classroom teacher I must be aware of my own influence among participation and acceptance of diversity. I am responsible in ensuring all classroom grouping and “tracking” includes representations of diverse backgrounds, as well as making certain that the curriculum is relevant to students’ schema. In addition, it is essential to represent diverse family structures and gender roles in order to ensure that children understand the different roles that males and females can play in society today. In using introductory activities, diverse groups, educational curriculum, and technological resources as a platform for introducing multicultural education into the classroom, I can help students’ develop tolerance and respect of all diverse backgrounds found in society.

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   • The data that I have collected from spinnedg time at a gymnastics camp was very interesting to watch. The staff and their interactions with the students did not seem to be anything out of the ordinary, but the interactions between the students was very interesting. What I noticed mainly, was the interactions between older and younger students, and interactions within ethnicities. Both genders really had no problems getting along. The younger students interacted well with each other, but as the students got older, I noticed more of a clique situation, where the Caucasian females hung around other Caucasian females and the African American females hung out with the African American females. In my future planning, I am going to use this information to help plan more activities that consistently mix genders, and ethnicities. The students seemed to be more comfortable with what they already know, so I plan to take some time in the beginning of the year to let my students get to know each other, and embrace their differences and individuality, rather than form judgments about others. I would also like the students to have the opportunity, to not always be so comfortable in picking where they sit, but to actually step out of the box, and learn about one another.

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   • Terry and Don’s Gymnastics Reflection: I did not observe a whole lot of iearntction because the girls were concentrating on their task. There was some conversation and playing at the beginning and end, but during the stations and skill work there was none. I did notice that all of the girls interacted with each other before and after their practice. They laughed and played with each other. There was iearntction between different races during the two hour workout. I did not observe any students with physical disabilities because this is a gymnastics team, but there could have been some students with mental or emotional disabilities. There were probably not any girls from lower socio-economic classes because of the cost of the program, but I have no way of knowing which girls were rich and which girls were poor. I would assume that during the “Fun Gym” and after school programs along with the summer camps that there would be more girls from lower SES. This data is important because there are a number of students that are unable to participate because of the costs. There are scholarships available at the higher levels, but none in pre-team. I would like to see in the future a more inclusive group of lower SES and maybe some male students. It would be interesting to observe how the girls would interact with male students.

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   • Summer School’s Comfort ZonesDuring the course of the smuemr, I have been observing middle school students in smuemr school. These students are clustered from 3 different areas in Horry County. I have noticed from observing these students that the mix of males and females is somewhat even. There is a higher rate of African American students than Caucasian and Hispanic. All are from the ages of 10 to 15.In each classroom, the students have been assigned seating and are separated by groups of 3. It is obvious that race, sex, and SES were not taken into consideration when assigning groups. Several of the groups all are of one race and some of them are the same sex. When the students break for free time and lunch they immediately separate based on race. The Caucasian children are grouped together close to the vending machines, the African American children are playing football in the courtyard or talking at the lunch tables, and the Hispanic students are grouped together in one of the classrooms off to the side of the cafeteria.Something I found very interesting about these students was their body language. In the group of Caucasian students, the students were seated with a few feet in between each other. The Hispanic students were seated very close together. Some were actually sharing a desk. The African American students were a combination of the two. The females were seated close together and the males were spread apart. The only group of students that seemed to be involved in any type of activity was the African American males.I gathered this data, and then went home to analyze what I had observed. It was clear to me that the students were grouped according to their comfort levels. Students enjoy spending time with other students that they have things in common with when given the chance. Teachers did not speak or act differently to any group of students during my observations. The groups did not seem to be all motivated and I feel that this was due to the way they were grouped. Sometimes in order to make children think or collaborate in the appropriate manner, an instructor needs to group them outside of their comfort zone.

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   • Gender InteractionsI was surprised to see that the matorijy of interactions amongst the students were within the same gender. I was not surprised to see that the boys were more prone to initiate conversation than were the girls. Knowing the interaction of students according to gender is extremely important for educators. Also, if we want to create a culturally diverse environment where all students of every gender and ethnicity are comfortable learning it is imperative that we are aware of interactions such as these. Knowing that African-American males were more prone to interact with Caucasian females provides valuable knowledge for the grouping of students. A wise teacher would seek to include in African-American male in different groups due to the observed social boldness of students of this ethnicity and gender. A wise teacher also would not group African-American males with African-American females due to the observed lack of cooperation amongst students of this ethnicity and age. A wise teacher would also seek to group Caucasian males with African American females in order to foster communication amongst them. While this observation did not provide any information concerning the interactions of students with disabilities my own personal observation of this phenomenon has shown that generally students with disabilities isolate themselves from the group. They typically interact with other students of the same gender who also are characterized as having a disability. My observation has shown that ethnicity is not a factor amongst how students with disabilities group themselves or interact.

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    • Knowing Ms. Williams and the type of person she is it does not ssirrpue me that she sometimes favors her boys and is tough on all of her students. She is not the type of person to mess around and is very into sports. She is also very motivated and cares about her students. She tries to give these students everything they need to succeed in life. She helps them when their homes burn down and comforts them when one of their parents is put in jail. She also expects them to do their best in school and that is why she is tough on them.I believe that Ms. Williams is fair in the way that she treats her students. While sometimes she does do things, like bring them baseball stuff, which the boys like more I think that this does not effect her instruction. She cares for all of her students and expects them to do their best in everything they do. She knows all of her students and their strengths and weaknesses and tries to push them to do better.I thought that it was very interesting that some of the girls did not want to participate in the relay races during field day. I am not sure it was because they are girls but they seemed scared to participate. Maybe they thought the boys would judge them because they are girls and they are not supposed to run and be active. I thought that it was good that Ms. Williams encouraged them to participate but did not force them. As to be expected all of the boys were eager to participate and could barely wait their turn.The students also have good interactions with one another. I believe that since they live in such a small community and the school is small it makes it easier for the students to know get to know and trust one another. I think the school has done a good job at building a community in their school so all of the students work well together and treat each other with respect. I think that the girls and boys have good interactions with the opposite gender. I believe that most children at their age will group together with their like gender but they still work together and play together.

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    • Based on my observations of a mixed-gender and SES group of mlidde school children playing at recess, I can conclude that gender and SES status is correlated to the type of play children choose and the playmates that they choose. In general, boys played with boys, and girls played with girls. The only crossover in this was high SES boys mingled with high SES girls who had common interests to them like music, art, or drama. Low SES boys almost never played with low SES girls and focused on playing basketball the entire recess. One group, the disabled children, did not fit well with any group and thus moved from group to group or sat alone.The teachers only made a few attempts to organize play, but those attempts were very successful and well-received. When prompted, the boys allowed some girls to join the basketball game. Also, one boy, prompted by a teacher, engaged a disabled boy in socializing. Also, all of the children seemed to get in on an organized game of four-square.Based on this data, I think teachers need to plan inclusive and organized activities for their students during recess. Students are going to gravitate toward students with their same gender and SES status if left to their own means. Their experiences would be richer and more positive if teachers thought of ways to engage all the students in cooperative play

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    • It is important to take ntcioe of and reflect on how we as educators interact with our students. We tend to get so busy in our daily tasks that we don’t stop to think about how often and in what ways we interacted with our students. We should never allow our only interactions with a student during the day to be negative- particularly when that student is from a disadvantaged or often isolated group. It is easy for us to take a “needs based” position with students where we are constantly reacting to student needs. However, we must be thoughtful and intentional with our interactions by initiating contact with the kids who may not ask for help, but need us just as much (maybe more)! Likewise, we should encourage students to get to know people outside of their groups. We can start this by building community within our classrooms, and helping students to see the commonalities they have with kids who seem different from them. We can also encourage this by ensuring that our grouping patterns include a heterogeneous mixture of students, so that all kids can interact with each other and none are isolated. Another way to help kids make friendships outside of their groups is through extracurricular activities. Since many friendships form through sports, clubs, and other after school activities, it is so important that every child has the chance to participate. I can’t remedy most of the underlying factors behind the unequally represented groups in extracurricular activities. I can, however, remove as many barriers as possible by encouraging students to participate and making sure that all parents are aware of the opportunities available.

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14. Since students began to itrneact more quickly with one another during the physical activities of the daycare, the data shows me that I should incorporate more physical activity in lessons at the beginning of school. I should also set up some groupings so that there is more cross cultural itrneaction. Grouping yourself with those who look or sound like you becomes so ingrained that often it is not even recognized. I still see it happening in graduate level courses as well as professional development. A recent training that I went to addressed the uncomfortable topic of paraprofessionals in a school being overwhelmingly one ethnicity while teachers are another sending a subversive message to students. I can also see how interview guests may gravitate toward proxemics or ethnicity, so I can prepare a list or index cards so they call on students more equitably as well.Thankfully, the students in my classroom are so young, they rarely pick up on disabilities unless they are pronounced or physically visible. They also do not have the concept that someone that is different than them is “lesser” than them. This past year, students were not even aware of the student in my class that had identified disabilities. When observing the summer camp, there were not any students with an identified disability. However, there were clear lines between the students who were kinesthetically advanced and those who were not. Girls and boys also tended to want to be on single gender teams. If I were teaching the summer camp I could have encourage different groupings and teamwork so students who were not physically advanced did not feel disadvantaged or behind their counterparts. I believe that the results that I observed at the summer camp were inherently skewed because the ethnic makeup of the students enrolled does not match the makeup of the attendance area. Also, there were not students who were from an extremely low SES since the camp had a weekly tuition.

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