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Qualities of a Good School
Transcript of Qualities of a Good School
Get students involved at an earlier age so it almost becomes as habit as they progress in their school career.
Have a peer mentor program, they are proven to help immensely in lower income schools.
Promote starting up new clubs and community service opportunities to promote more leadership positions encouraging social outreach.
Have a variety of activities that suite the needs of the students.
Have counselors for mental health and college readiness.
Activities to keep parents involved like parent teacher conferences and "back to school nights".
QUALITIES OF A GOOD SCHOOL
Our school we designed is an urban, public high school that has all the necessary finances to flourish.
Equipped with a great school buildings, with close by sport fields, up-to-date equipment, available updated textbooks and high quality teachers.
A diverse school, located around a community with no segregation based on either racial, nor social status, no crime and little or no issues with discipline
Establishing ties with community and family, we encourage authoritative supportive parents who are involved in their children school life and activities, and who could help manage their stress.
: Students achieve and engage more when the relationships between students and teachers are positive, supportive, and when the teachers believe and expect more from them.
Teachers need to provide opportunities for students to display their abilities, sense of belonging, provide authentic, interesting, enjoyable work and work that is relevant. Teaching wouldn't be about discipline.
Students unafraid to fail
: Teachers would instill in their student that intelligence is malleable rather than fixed; that it's about effort. To fear failure can be detrimental in their performance, and letting kids hear, “You can improve your intelligence” gives them confidence. We want to ensure they build high self-efficacy to succeed at any tasks and strive for higher.
School and classroom size
Mainstreaming is the integration of all students with special needs into regular classrooms. Special needs in this context includes both students who are considered "gifted" and those students who have a learning disability.
Incorporating these students into regular classrooms may prevent the social isolation and stigmatization that can occur by segregating students on the basis of academic ability.
There may be times when students with special needs may need additional tutoring or access to more advanced lessons. These issues can possibly be addressed by an Individualized Educational Program or IEP. An IEP is designed by a team of experts taking the individual student's needs into consideration.
Don't assign students, but instead help students be placed where they feel they belong. Encourage higher levels. Encouraging students will push them to accomplish more.
Give students option to move to a higher tracking class, if the students feels prepared.
Help students with basic skills, before specialized subjects. Some students get to high school lacking basic skills and never correct them and get to college still struggling with these basic skills.
Make sure students are being taught similar things in all tracking levels to avoid poor-quality education. A con of tracking is students get a poorer education in lower levels. Faculty have to make sure students are still being taught what they need, but also things they need to sharpen.
Only offer, tracking until sophomore year, this way students get all their basic skills sharpen and are prepared for specialized courses and college along with their peers. Another con is students in tracking don't all get the same opportunity. Only offering tracking in early grades to get them prepared for higher grades and specialized courses will help to avoid this issue.
Medium sized school (not overcrowded, but neither too small)
is appropriate for a good school: both teachers and students could benefit from that, it allows students to establish stronger ties with community and family, as well as develop better social skills, and have better resources available. The ideal size of a high school is between 600 and 900 students. (p. 195).
There is not much difference in achievements of high school students in the classroom with 20 or 40 students per teacher.
(p. 195) However, in some cases (remedial education classes, students with learning disabilities) smaller classroom size could be beneficial for student-teacher communication: it allows each student more chances to be involved into active learning, gives teachers more opportunities for highly individualized instructions or tutoring.
There is absolutely
in a good school.
Students learn at different pace and style, and with different skills and abilities. We want to encourage them to be the best they can be.
Classes will not emphasize learning for sake of test taking, but learning for the sake of learning.
No Child Left Behind
encouraged student's stress, cutbacks on untested subjects, and high stake testings. It only rewarded quick answers superficially, excluding the ability to think deeply or creatively. Standardized tests would be taken out of our curriculum.
Good teacher observation, documentation of student work, and performance-based assessment instead. Instruction time would be limited and students supplied with resources where they could learn through exploration and experimentation, which will result in an emphasis on mastery of self-efficacy and self-motivation.
Group exploration work will be encouraged, so to build up non-cognitive skills such as adaptivity, social skills and persistence that adolescents will need to be successful in life.
We want to develop children to be intrinsic learners, possibly have a class in which they can study and write a paper on something they are interested in (2 year time frame). Pair up students with their choice of teacher and use them as an assistance rather than someone who lectures.
- Annemarie & Kieun
Extracurricular and services
Theodore, Irina, Terry