Culture and Community Context:
According to the 2010 population census, Fort Collins has 143,986 residents which makes it the fourth largest city in the state of Colorado. Fort Collins is a large college town that is consistently voted one of the best places to live in the U.S. The Poudre School District is home to 32 elementary schools. Tucked away in a quiet neighborhood just off of Taft Hill you will find a special elementary school called The Lab School for Creative Learning.
The Lab School for Creative Learning is a non-traditional elementary school. The Lab School is a school of choice which means enrollment is based on available space instead of neighborhood boundaries. The Lab School defines its approach to learning as expeditionary. In this teaching method students are asked to explore new information with a more hands on approach. Units typically address concepts from several angles such as writing, science, and art. The classroom structure is also unique. All of the classes are multi-aged, such as Tamara’s crew of second and third graders. The fact that the teachers have the students for two years is very important. So often it seems as you just start to get the hang of things it is time to move on. Extending the time the teacher spends with their students greatly increases the students ability to learn becasue the teacher has more time to understand and accomodate each students approach to learning.
Another defining characteristic of the school is students call their teachers by their first name. This helps students establish relationships with their teachers that are based on respect. I find it refreshing to work in a school that is more concerned with developing strong, concerned citizens than standardized testscores.
The Lab School for Creative Learning is a non-traditional elementary school. The Lab School is a school of choice which means enrollment is based on available space instead of neighborhood boundaries. The Lab School defines its approach to learning as expeditionary. In this teaching method students are asked to explore new information with a more hands on approach. Units typically address concepts from several angles such as writing, science, and art. The classroom structure is also unique. All of the classes are multi-aged, such as Tamara’s crew of second and third graders. The fact that the teachers have the students for two years is very important. So often it seems as you just start to get the hang of things it is time to move on. Extending the time the teacher spends with their students greatly increases the students ability to learn becasue the teacher has more time to understand and accomodate each students approach to learning.
Another defining characteristic of the school is students call their teachers by their first name. This helps students establish relationships with their teachers that are based on respect. I find it refreshing to work in a school that is more concerned with developing strong, concerned citizens than standardized testscores.
Support Structure
Parents play a vital role in the support structure of the Lab School. Because it is a school of choice there is no bus system for the school. On the school website I found that parents communicate well with one another and have created an efficient carpooling system. The school website is a very helpful support structure. The site provides medical facts and information, student policies, and gives parents a heads up on upcoming school events and field trips. The Lab school demonstrates quick and effective communication techniques which keeps teachers, administrators, and parents in the know, and that is the best support structure a school can have.
Demographic Characteristics
Total number of students: 122
Total number of American Indian/Alaska Native students: 0
Total number of Asian/Hawaiian Native/Pacific Islander students: 2
Total number of Hispanic students: 8
Total number of Black, non-Hispanic students: 0
Total number of White, non-Hispanic students: 112
Number of students eligible to participate in the Free Lunch Program: 23
Number of students eligible to participate in the Reduced-Price Lunch Program: 7
Student to teacher ratio: 16 to 1
Information found at findgoodschool.com
Total number of American Indian/Alaska Native students: 0
Total number of Asian/Hawaiian Native/Pacific Islander students: 2
Total number of Hispanic students: 8
Total number of Black, non-Hispanic students: 0
Total number of White, non-Hispanic students: 112
Number of students eligible to participate in the Free Lunch Program: 23
Number of students eligible to participate in the Reduced-Price Lunch Program: 7
Student to teacher ratio: 16 to 1
Information found at findgoodschool.com
Classroom Environment
Tamara’s room is very nice and modern. She has a smart board which she uses often, as well as white boards, chalk boards, computer stations, and a television. Some of her most useful technology is hand made. There is a daily schedule which is posted each day to alert students about what is to come. There is also a chart with classroom duties such as unstack chairs and take attendance. The chart rotates the students throughout the year to they always have a new responsibility.
Student’s desks are spread throughout the room. Most sit in groups of three or four but a few students sit by themselves in order to help them focus. One area of the room that is utilized often is the red rug. This is a good place for students to gather when transitioning a lesson and you need to refocus attention.
Tamara’s classroom management is impressive. She has clear expectations of her students and she is quick to regain and hold the attention of her class. One of my favorite methods she employs to gain attention is to ring a wind chime hanging near her desk. The noise this wind chime makes silences the rowdiest class.
Student’s desks are spread throughout the room. Most sit in groups of three or four but a few students sit by themselves in order to help them focus. One area of the room that is utilized often is the red rug. This is a good place for students to gather when transitioning a lesson and you need to refocus attention.
Tamara’s classroom management is impressive. She has clear expectations of her students and she is quick to regain and hold the attention of her class. One of my favorite methods she employs to gain attention is to ring a wind chime hanging near her desk. The noise this wind chime makes silences the rowdiest class.
A Word on Each Student
Tamara’s class consists of eighteen young minds. Each student is as interesting as they are unique. A comment on each student;
A- Is a soft spoken beekeeper. She has a gargantuan vocabulary.
A- Is extremely energetic. He has no problem volunteering to work in front of his classmates. He is always going one hundred miles an hour but struggles to stay on task. He does not cope well when things don’t go his way.
A- Is a very generous young lady. She always wants to share her possessions and ideas. She is one of the most advanced artistically. She told me she draws every day.
A- Is an introverted young man. He is a hard worker but he does not like discussing his work. He seems to resist contact between student and teacher but he is slowly warming up after lots of positive reinforcement.
A- Is a quiet young man. He sits alone at his desk to help him focus while he works. He was held back one year in school which may be why his work is consistently above par.
A- Is a problem solver. He likes to draw visual narratives of his stick dudes who are usually up to mischief.
A- Is a young man with ADHD. He never seems to be engaged with worksheets or activities. Negative reinforcement does not work at all for this young man because after you scold him he completely shuts down. It is my goal to create a learning environment that is conducive to his learning style.
C- Is a quiet young lady. She is as funny and quirky as her mismatched socks.
C- Is a confident young man, his eye contact is piercing. He almost always finishes his assignment early but he is always willing to do more. It is important to always have something else prepared for him.
D- Is a distracted young lady. She has a hard time finishing assignments. During Tamara’s daily gladiator check in she is frequently thumbs down.
D- always jumps right in to the assignment. He is an over achiever who responds well to positive reinforcement.
E- seems very sad for someone who is only seven. During attendance he usually responds “not here”.
E- is a studious young lady. She is prompt and polite. She is also reclusive.
I- likes to push the boundaries. I think he generally says inappropriate comments to gain the attention of his classmates.
J- is very energetic. He can be very distracted during the art activity and seems to work much harder when a teacher works with him one on one.
K- is a hard worker who enjoys writing. She always strives to be involved with her peers. She is shy and does not like to be called on in front of the class.
L- is a calm young lady. She has a holistic viewpoint on the world, her art projects usually focus on how to help nature. She is artistically advanced and told me that she considers herself an artist.
O- is an observant and bright young lady. She is confident and shows strong leadership skills.
A- Is a soft spoken beekeeper. She has a gargantuan vocabulary.
A- Is extremely energetic. He has no problem volunteering to work in front of his classmates. He is always going one hundred miles an hour but struggles to stay on task. He does not cope well when things don’t go his way.
A- Is a very generous young lady. She always wants to share her possessions and ideas. She is one of the most advanced artistically. She told me she draws every day.
A- Is an introverted young man. He is a hard worker but he does not like discussing his work. He seems to resist contact between student and teacher but he is slowly warming up after lots of positive reinforcement.
A- Is a quiet young man. He sits alone at his desk to help him focus while he works. He was held back one year in school which may be why his work is consistently above par.
A- Is a problem solver. He likes to draw visual narratives of his stick dudes who are usually up to mischief.
A- Is a young man with ADHD. He never seems to be engaged with worksheets or activities. Negative reinforcement does not work at all for this young man because after you scold him he completely shuts down. It is my goal to create a learning environment that is conducive to his learning style.
C- Is a quiet young lady. She is as funny and quirky as her mismatched socks.
C- Is a confident young man, his eye contact is piercing. He almost always finishes his assignment early but he is always willing to do more. It is important to always have something else prepared for him.
D- Is a distracted young lady. She has a hard time finishing assignments. During Tamara’s daily gladiator check in she is frequently thumbs down.
D- always jumps right in to the assignment. He is an over achiever who responds well to positive reinforcement.
E- seems very sad for someone who is only seven. During attendance he usually responds “not here”.
E- is a studious young lady. She is prompt and polite. She is also reclusive.
I- likes to push the boundaries. I think he generally says inappropriate comments to gain the attention of his classmates.
J- is very energetic. He can be very distracted during the art activity and seems to work much harder when a teacher works with him one on one.
K- is a hard worker who enjoys writing. She always strives to be involved with her peers. She is shy and does not like to be called on in front of the class.
L- is a calm young lady. She has a holistic viewpoint on the world, her art projects usually focus on how to help nature. She is artistically advanced and told me that she considers herself an artist.
O- is an observant and bright young lady. She is confident and shows strong leadership skills.
School-wide policies for management, safe schools, conflict resolution and students with special needs
One interesting management technique I found interesting in Tamara’s was the use of head phones. Located in the front of class in a large basket are eighteen sets of heavy duty ear protection. The students know that at any time they can grab a pair and put them on if they need help tuning out the drone of the class to help them focus on their work. Some students sit by themselves in order to help them focus. These students are also allowed to have silly putty because it helps them concentrate.
Concerning issues of behavior Tamara is always quick to act. If a student is being disruptive she will say “This is your first re-focus of the day”. After a set number of re-focuses the student will be sent to the hall or to the office. The complete Poudre School District Student Rights and Code of Conduct can be found on the Lab School’s website. When reading the code of conduct I came across this interesting bit of information concerning students with disabilities. “Students with disabilities under the Individuals with Disabilities Education Act (special education students) and students with disabilities under Section 504 of the Rehabilitation Act of 1973 (§ 504students) are neither immune from the District’s disciplinary rules nor entitled to participate in programs when their conduct impairs the education of other students or disrupts the education process. Except as otherwise provided below, students with disabilities may be disciplined on the same grounds and under the same procedures as students who do not have disabilities. Regardless of whether their conduct is a manifestation of their disability.” This points out that while you may accommodate the lesson for learners with disabilities, everyone should be treated equally when it comes to discipline.
Concerning issues of behavior Tamara is always quick to act. If a student is being disruptive she will say “This is your first re-focus of the day”. After a set number of re-focuses the student will be sent to the hall or to the office. The complete Poudre School District Student Rights and Code of Conduct can be found on the Lab School’s website. When reading the code of conduct I came across this interesting bit of information concerning students with disabilities. “Students with disabilities under the Individuals with Disabilities Education Act (special education students) and students with disabilities under Section 504 of the Rehabilitation Act of 1973 (§ 504students) are neither immune from the District’s disciplinary rules nor entitled to participate in programs when their conduct impairs the education of other students or disrupts the education process. Except as otherwise provided below, students with disabilities may be disciplined on the same grounds and under the same procedures as students who do not have disabilities. Regardless of whether their conduct is a manifestation of their disability.” This points out that while you may accommodate the lesson for learners with disabilities, everyone should be treated equally when it comes to discipline.